Дисертації з теми "In-and-out of school learning"
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Streller, Matthias. "The educational effects of pre and post-work in out-of-school laboratories." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-192707.
Повний текст джерелаAnfang der 1980er-Jahre ergaben sich im Bildungssektor eine Reihe von Herausforderungen, die im Zusammenhang mit neuen Technologien, neuen Wegen des Informationsaustausches, aber auch des Hinterfragens traditioneller Bildungsansätze standen. Im Ergebnis dessen kam der experimentellen Arbeit im naturwissenschaftlichen Unterricht eine stärkere Rolle zu. Unerwartet schwache Ergebnisse internationaler Vergleichsstudien (z.B. PISA, TIMSS) sowie ein schlechtes Image der Naturwissenschaften und damit einhergehende negative Auswirkungen auf die Kurs- und Berufswahl verstärkten diesen Trend in vielen Industrienationen. Vor diesem Hintergrund und mit dem Ziel, Interesse an Naturwissenschaften zu fördern, wurden in Deutschland in den vergangenen Jahren zahlreiche Schülerlabore etabliert. Trotz der Tatsache, dass die Einrichtungen positive Effekte erzielen, sind diese teilweise gering oder schwächen mit der Zeit ab. Wie bisherige Studien vermuten lassen, scheint die Vor- und Nachbereitung von Veranstaltungen im Schülerlabor eine Lösung hierfür zu bieten. Anhand der vorgestellten Studie soll dies untersucht werden. In diesem Zusammenhang wurde ein Online-Portal für Schülerinnen und Schüler entwickelt. Basierend auf kognitiven und affektiven Inhalten bietet es Teilnehmern die Möglichkeit, ihren Schülerlaborbesuch vor- und nachzubereiten. Die Studie richtete sich an Schüler ab der 10. Klasse der Sekundarstufe 1 und 2, die einen Experimentiertag im Schülerlabor DeltaX am Helmholtz-Zentrum Dresden-Rossendorf absolvierten. Dabei wurden in Form einer Vergleichsstudie Teilnehmer mit und ohne Nutzung des Online-Portals gegenübergestellt. Die entsprechenden Daten der Untersuchung wurden durch eine Fragebogenerhebung im Pre-Post-Follow-up-Design erhoben. Die Ergebnisse der Studie bestätigen den signifikanten Einfluss des Online-Portals. So zeigen sich durchaus positive Effekte hinsichtlich der Entwicklung des aktuellen Interesses der Schülerinnen und Schüler. Gleiches gilt auch im Hinblick auf verwandte Konstrukte wie das Fähigkeitsselbstkonzept, die wahrgenommenen Merkmale der Laborumgebung und auch abgeschwächt für dispositionale Interessen. Bezogen auf die angestrebte Förderung des aktuellen Interesses zeigte sich, dass vor allem Schülerinnen profitieren. Allerdings ließ sich für die meisten der hervorgerufenen Effekte ein Absinken im Verlauf der Zeit erkennen. Möglicherweise ist das auf die Umsetzung der Nachbereitung im Rahmen des Online-Portals zurückzuführen. Die Ergebnisse lassen die Vermutung zu, dass die Nachbereitung bezüglich des Interesses an Naturwissenschaften und an einem physikalischen Beruf das Potenzial besitzt, mehr Nachhaltigkeit hervorzurufen. Um Vorinteressen der Teilnehmer zu berücksichtigen, konnten drei unterschiedliche naturwissenschaftliche Interessensklassen identifiziert werden. Es stellte sich heraus, dass die Entwicklung des aktuellen Interesses aller drei Interessenklassen durch das Online-Portal gefördert wird. Dies gilt vor allem für die gering naturwissenschaftlich interessierten Schülerinnen und Schüler. Untersuchungen, die sich auf das Online-Portal selbst bezogen, offenbarten zum einen ein hohes Maß an Bereitschaft, sich auch mit dem dafür notwendigen zeitlichen Aufwand auf den Experimentiertag im Schülerlabor vorzubereiten. Zum anderen schätzt die breite Mehrheit der Teilnehmer das Online-Portal für ihre Arbeit im Schülerlabor. Selbst eine umfangreichere Vorbereitung wird von den Schülerinnen und Schülern als akzeptabel betrachtet. Es wird dennoch dazu geraten, die Vor- und Nachbereitung obligatorisch durchzuführen. Insgesamt zeigen die Ergebnisse dieser Studie den positiven Einfluss des Online-Portals bzw. der Vor- und Nachbereitung auf außerschulische Aktivitäten
Al-Mahdi, Osama Mahdi. "Home School Relationships and Mathematics Learning In- and Out-of-School : Collaboration for change A Qualitive Case Study in a Bahraini Primary School." Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499878.
Повний текст джерелаJohnston, Glenn T. "Teenager's doing history out-of-school: An intrinsic case study of situated learning in history." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6090/.
Повний текст джерелаPetrie, Linda Lou Harrison. "In Their Own Words: Individuals with Learning Disabilities, Dropping Out and Graduating From A Rural High School." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/27023.
Повний текст джерелаEd. D.
Sarafian, Karen Marie. "What's Next? Improving an Out-of-School-Time Program for Social-Emotional Learning in an Elementary School." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3688.
Повний текст джерелаYang, Yang. "Social software supported children's education out of school : informality and transition of learning." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/11861/.
Повний текст джерелаHuo, Qian, and 霍茜. "Gender difference in perception and adoption of technology to enhance second language learning out-of-school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198875.
Повний текст джерелаpublished_or_final_version
Education
Master
Master of Education
Jones, Christopher M. "Out of Isolation and Into Collaboration| Sustaining the Work of Professional Learning Communities in a Secondary School." Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589390.
Повний текст джерелаIn the 21st century, increased school accountability has sharpened the focus of school and district leaders on improving instructional practice to raise student achievement. The implementation of professional leaning communities (PLCs) is one improvement effort in which schools establish collaborative cultures focused on increasing student learning outcomes. Leaders who build learning organizations and implement PLCs in their buildings have the opportunity to create and sustain a context for change and continuous improvement.
This study sought to discover how one high school principal sustains a context for continued improvement through PLCs using case study methodology. Schools comprised of PLCs allow educators to grapple with the unique needs of their children in their specific contexts. The problem is that there is limited literature and research to indicate how leaders sustain PLCs over time. The knowledge of how to sustain learning and improvement over time is needed to facilitate leaders in moving their schools into cultures of collaboration, which is a marked difference from the past 200 years. Therefore, the overarching research question of this study was: How do administrators, teachers, and PLC leaders in a school that has developed and implemented PLCs, sustain a context for continuous improvement?
Using a 360-degree analysis of the case study school, three major findings emerged from this study: the PLCs in a learning organization operate at various phases of PLC development, making the change process to develop, implement, and sustain the work of continuous improvement through PLCs fluid, dynamic, and complex; there are 10 strategies for sustaining the work of PLCs that contribute to the success of effective and mature PLCs to sustain continuous improvement and are therefore instructive in nature; and, the work in the Developing and Implementing phases is critical to the success of PLCs and their ability to sustain a context of continuous improvement.
Nilsson, Folke Jenny. "Lived transitions : experiences of learning and inclusion among newly arrived students." Doctoral thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-136353.
Повний текст джерелаAt the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.
Newly arrived children and learning - a cross-disciplinary study on the learning conditions for newly arrived children in Swedish schools
Johnston, Glenn T. Laney James Duke. "Teenagers doing history out-of-school an intrinsic case study of situated learning in history /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6090.
Повний текст джерелаTan, Eloise. "Participatory and critical out-of-school learning for urban youth building community through popular culture /." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:8881/R/?func=dbin-jump-full&object_id=92322.
Повний текст джерелаLambert, Mike. "Difficulty and challenge in curriculum, teaching and learning : a contribution to pedagogy, using insights from in-school and out-of-school education of gifted and talented pupils." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3752/.
Повний текст джерелаMayoh, Kathryn Anne. "Out-of-school experience and children's learning in science : an exploration of the out-of-school experiences related to science of children aged 12 to 14 and the classroom use of such experiences." Thesis, University of Sheffield, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395460.
Повний текст джерелаHöggren, Andreas. "Harnessing motivation: A study into Swedish English students' motivation for engaging with English in and out of school." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-38595.
Повний текст джерелаMazzone, De Angelis Luisella. "Local Environmental Perceptions and Cognitive and Affective Learning in a Rural, Andean Community in Mollepata, Peru." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1707.
Повний текст джерелаZhang, Wei. "Investigating school leaders and professional learning in English schools." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493629.
Повний текст джерелаSaunders, Åhlén Tina. "Multiilingualism and Language Learning in School." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-30022.
Повний текст джерелаSundqvist, Pia. "Extramural English Matters : Out-of-School English and Its Impact on Swedish Ninth Graders' Oral Proficiency and Vocabulary." Doctoral thesis, Karlstads universitet, Avdelningen för språk, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4880.
Повний текст джерелаWolfson, Larry. "Learning through service : community service learning and situated learning in high school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0018/NQ46449.pdf.
Повний текст джерелаWaddell, Elizabeth Lynn. "Teaching and learning in the school garden." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2085.
Повний текст джерелаStrachan, Kevin. "Cooperative learning in a secondary school physical education program." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26760.
Повний текст джерелаCocks, Alison J. "'We were all very out of breath' : peer culture, disabled children and segregation : a qualitative study of the peer culture of children with learning disabilities in specialist settings out of school hours." Thesis, University of Surrey, 2003. http://epubs.surrey.ac.uk/992/.
Повний текст джерелаLendrum, Ann Geraldine. "Implementing Social and Emotional Aspects of Learning (SEAL) in secondary schools in England : issues and implications." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/implementing-social-and-emotional-aspects-of-learning-seal-in-secondary-schools-in-england-issues-and-implications(8d069906-22e0-4c9a-9cf9-83474655f3ae).html.
Повний текст джерелаOrwant, Jon. "Doppelgänger goes to school : machine learning for user modeling." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/29070.
Повний текст джерелаSteyn, Anna. "Where do Swedish Senior High School students learn most of the English that they know? : Swedish Senior High School students’ beliefs about learning English outside the classroom versus inside the classroom." Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30560.
Повний текст джерелаYung, Chi-ming, and 翁子明. "School self-evaluation of teaching and learning in Hong Kong primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30262756.
Повний текст джерелаRoth, Kylie Ann. "Identifying Knowledge and Understanding of Learning Disabilities in High School Students Classified with Learning Disabilities." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6040.
Повний текст джерелаGiles, Rhiannon Mignon. "Learning Environment and Attitudes in Middle School Mathematics." Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/75948.
Повний текст джерелаBresman, Henrik M. "Learning strategies and performance in organizational teams." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28830.
Повний текст джерелаIncludes bibliographical references (leaves 97-103).
(cont.) shows that vicarious learning is positively associated with performance. I argue that vicarious team learning is an under-explored dimension of what makes teams and organizations competitive. The chapter concludes by pointing toward a contingency theory of team learning in which the effectiveness of a team learning strategy depends on characteristics in the team's task environment.
This dissertation addresses the subject of team learning strategies and their performance effects in three independent but related chapters. A common theme is the notion that theorizing about team learning as constituted by a set of distinct strategies can improve our understanding of how teams learn, and how it influences performance. The first chapter explores team learning in an inductive study of six teams in one large pharmaceutical firm. I find that many of these teams engage in vicarious team learning--the activities by which a team learns key aspects of its task from the similar experiences of others outside the team--rather than experiential team learning. I detail the nature of vicarious team learning in a model including three component processes: identification, translation, and application. The second chapter reviews the literature on team learning and concludes that it has largely been treated as a uniform construct. Drawing on organizational learning theory, social learning theory, and the literature on the management of innovation and entrepreneurship, I propose that teams learn by deploying at least three different strategies: experiential learning, contextual learning, and vicarious learning. I use the example of a team facing a particularly difficult learning environment to illustrate the significance of viewing team learning as a multi-dimensional construct. The final chapter examines different team learning strategies, and vicarious learning in particular, as a means to understanding learning and performance differences across teams. Vicarious learning is conceptualized as an integral part of how teams learn. A field study of 43 teams in the pharmaceutical industry is used to develop and test the construct and
by P. Henrik M. Bresman.
Ph.D.
Oliveira, Paulo Rocha e. 1974. "Service delivery and learning in automated interfaces." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/29262.
Повний текст джерелаIncludes bibliographical references (p. 111-118).
This dissertation analyzes the strategic implications of customization policies available to companies that must simultaneously provide service and learn about their customers through automated interfaces. The first part of the dissertation lays out the theoretical framework within which the analysis is carried. The second part addresses whether companies should use Internet-based customization tools to design service encounters that maximize customers' utility in the present or explore customers' tastes to provide more value in the future. Good customization policies must quantify the value of knowledge so as to adequately balance the expected revenue of present and future interactions. Such policies can be obtained by analyzing the customization decision problem within the framework of dynamic programming. Interpretation of the service design policies enhances the current understanding of the mechanisms connecting service customization, value creation, and customer lifetime value. This leads to insights into the nature of the relationship between learning, loyalty, and long-term profitability in service industries. The final part of the dissertation considers situations where companies have the ability to acquire information by other means in addition to observing interactions with customers. In information-intensive industries, investments in customer retention often take the form of paying customers to answer questionnaires, or somehow acquiring information about the customers' preferences. The value of customers is convex as a function of knowledge.
(cont.) This means that the more firms know about a customer, the more eager they should be to learn even more. However, the cost of obtaining information about customers increases as knowledge increases. Understanding the interactions between these two functions is fundamental to designing information acquisition policies. In the real world, investment in customer retention must often be balanced with investment in customer acquisition. Therefore, investment in learning about a current customer must depend not only on the current level of knowledge about that customer but also on properties of the population to which potential customers belong. The analysis concludes with the characterization of information acquisition policies for a number of different managerial settings.
by Paulo Rocha e Oliveira.
Ph.D.
Lenart, Erin Boothe. "Leadership in School Improvement: Planning and Providing for Barriers to Student Learning." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/91937.
Повний текст джерелаDoctor of Education
The process of improving schools is important. The decision-making and school improvement structures that most schools employ is one that focuses mainly on classroom instruction with little regard to planning for students who may struggle because of outside barriers, like the effects of poverty, lack of exposure to background knowledge, or insufficient schooling and experiences. This study used a qualitative, multiple case-study methodology, a semi-structured interview protocol, and a document review to identify how school principals in five, accredited high or mid-high poverty Virginia middle schools both identified and provided resources to address barriers to student learning. The study used the learning or enabling components of the Adelman and Taylor improvement model (2008) to qualify the school leaders’ site-based school resource allocation and then analyzed them for common themes. The study found that some learning or enabling supports were more represented than others. The study also found that there were three key leadership traits among school leaders who had effectively resourced the learning supports: instructional leadership; human-resource leadership; and culture and expectations leadership.
Speake, Jacquelyn Hoffmann. "Evolution/Creationism Controversy: Analysis of Past and Current Policies in Public Schools and the Practice of Allowing Students to Opt-Out of Learning Evolution Concepts." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3360.
Повний текст джерелаKrieger, Joshua Lev. "Essays on learning and strategy in research and development." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/112028.
Повний текст джерелаCataloged from PDF version of thesis.
Includes bibliographical references.
This dissertation investigates how research organizations learn from and adapt to new knowledge. In particular, I examine how news about scandals, stigmas and failures influences the direction of research and development efforts. These negative information shocks force research organizations to pause, interpret external signals, and apply any lessons to their own project portfolios. I investigate how these negative information events impact decisions in the settings of scientific publishing and drug development. In the first essay, I study the impact of scientific retractions on citation patterns and funding in the retracted paper's intellectual field. I investigate how the retraction disclosure and affected field's characteristics influence the extent of these spillover effects. The second essay evaluates how retraction scandals damage individual scientists' reputations. This study shows that the magnitude of the retraction penalty depends on a scientist's prominence and whether or not the retraction event involved "misconduct." In the third essay, I analyze how late-stage drug development failures alter competitor's project continuation decisions. I separate technological learning effects from market competition effects, and grade decision-making across firms.
by Joshua Lev Krieger.
1. Introduction -- 2. Retractions (with Pierre Azoulay, Jeffrey Furman, and Fiona Murray) -- 3. The Career Effects of Scandal: Evidence from Scientific Retractions (with Pierre Azoulay and Alessandro Bonatti) -- 4. Trials and Terminations: Learning from Competitors' R&D Failures.
Ph. D.
Koo, Shuk Yin. "Collaborative learning : its effects on students' perceptions of classroom English learning in a secondary school." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/568.
Повний текст джерелаWhite, Amy E. "A meta-analysis of service learning research in middle and high schools." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2995/.
Повний текст джерелаReicher, Shira R. "Request style at home and in school /." Diss., Connect to the thesis, 2004. http://hdl.handle.net/10066/742.
Повний текст джерелаLindberg, Christopher. "Digital learning tools – Designing and integrating digital learning tools for mathematics in school." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20194.
Повний текст джерелаTraditional education has looked the same for a very long time - until recently. Digital learning tools - DLTs - have been developed and tested in numerous educational environments around the world, specifically for the science subjects. This project was about how DLTs for mathematics should be developed in order to provide an as complete learning experience as possible. Earlier research has shown the importance of teacher training, as well as the fact that better learning outcomes are achieved when DLTs are used as a supplement to traditional education rather than a substitute. The conclusion in this research is that DLTs still have to be used as a supplement, that the teachers role is of very high importance, and that DLTs have to be able to adapt to individual users with specific needs.
Molotsi, Abueng Rachael. "Computer integration teaching and learning in a middle school." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-06182008-131707/.
Повний текст джерелаHoffman, Daniel S. "The dynamics between leadership and learning in school principals /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488188894439549.
Повний текст джерелаCarter, Annabel Louise. "Helping, caring and learning: strengths in new entrants settling into and learning in primary school in post-earthquake Christchurch." Thesis, University of Canterbury. School of Health Sciences, 2013. http://hdl.handle.net/10092/8721.
Повний текст джерелаJones, Kimberly. "Curricular, Instructional, and Co-curricular Factors Perceived to Influence Students Dropping Out." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5730.
Повний текст джерелаYard, Rebecca Mix. "Technology and Social Media in Motivating At-Risk High School Students to Complete High School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1767.
Повний текст джерелаKalinec-Craig, Crystal Anne. "A Case Study of Four Latina/o Pre-Service Teachers in Learning to Teach Mathematics for Understanding and Integrate a Child's Out-of-School Mathematical Knowledge and Experiences." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228459.
Повний текст джерелаCheung, Chi-kit Fritz, and 張志傑. "Thinking styles and achievement in mathematics and language learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962841.
Повний текст джерелаLamb, Gordon Dale. "Ratings of everyday academic and cognitive skills in evaluation of school learning and learning problems: initial scale development and validation." Texas A&M University, 2008. http://hdl.handle.net/1969.1/86064.
Повний текст джерелаElliott, Ross. "The interaction of district interventions with organizational learning processes in schools and school districts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63802.pdf.
Повний текст джерелаWong, Wing-man. "The effects of collaborative learning on students' attitude and academic achievement in learning computer programming." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23436694.
Повний текст джерелаChen, I.-Ling, and 陳怡伶. "English Learning in and out of School: A Self System Perspective on Taiwanese Junior High School Students’ English Learning Motivation." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/9g5pg8.
Повний текст джерела國立清華大學
外國語文學系
102
Dörnyei’s (2005, 2009) L2 Motivational Self System has drawn much research attention in the field of L2 motivation. Although this model has been empirically validated in diverse national contexts, no empirical study has utilized the L2 Motivational Self System as a theoretical framework to investigate Taiwanese young learners’ English learning motivation. Previous studies mainly focus on classroom-based L2 learning experience, which is unable to fully reflect learners’ L2 learning experiences (Csizér & Kormos, 2009; Papi, 2010; Taguchi et al., 2009). Particularly in the learning context of Taiwan, in addition to English instructions in formal educational settings, a high percentage of students attend private English institutes (Chen, 2003; Chang, 2008; Chung & Huang, 2010). By distributing questionnaires designed based on the L2 Motivational Self System to 1,698 junior high school students across Taiwan, the present study aims to validate Dörnyei’s L2 Motivational Self System in the context of Taiwan, and further explore how the two types of L2 learning experiences (in school formal English instruction and out of school private English tutoring) affect learners’ motivation towards English learning. To examine learners’ L2 motivation, their intended learning effort, the frequency of their motivated learning behaviors in the English classrooms, and how often they voluntarily learn English outside the classrooms are taken as criteria measures. The findings of the present study show that L2 Learning Attitude and English Learning Experience act as the best predictors of English learning motivation of Taiwanese junior high school students. Ought-to L2 Self is found to be a pertinent contributory factor in Taiwanese young adolescents’ English learning motivation. Further, it seems that additional English instruction outside the formal educational settings changes the correlation between instrumentality-prevention and students’ English learning motivation, and contributes to the emergence of Ideal L2 Self. Through a large scale quantitative research, the findings suggest the feasibility of applying Dörnyei’s L2 Motivational Self System in Taiwan. Theoretically, the stronger influence of Ought-to L2 Self on students’ L2 motivation needs to be further investigated in order to figure out what makes Taiwanese young language learners think they have to learn English. Pedagogically, the present study suggests that English teachers in the formal educational settings could apply motivational teaching practices or motivational strategies aiming to generate and sustain ideal L2 self in order to increase Taiwanese junior high school students’ English learning motivation.
Streller, Matthias. "The educational effects of pre and post-work in out-of-school laboratories." Doctoral thesis, 2015. https://tud.qucosa.de/id/qucosa%3A29165.
Повний текст джерелаAnfang der 1980er-Jahre ergaben sich im Bildungssektor eine Reihe von Herausforderungen, die im Zusammenhang mit neuen Technologien, neuen Wegen des Informationsaustausches, aber auch des Hinterfragens traditioneller Bildungsansätze standen. Im Ergebnis dessen kam der experimentellen Arbeit im naturwissenschaftlichen Unterricht eine stärkere Rolle zu. Unerwartet schwache Ergebnisse internationaler Vergleichsstudien (z.B. PISA, TIMSS) sowie ein schlechtes Image der Naturwissenschaften und damit einhergehende negative Auswirkungen auf die Kurs- und Berufswahl verstärkten diesen Trend in vielen Industrienationen. Vor diesem Hintergrund und mit dem Ziel, Interesse an Naturwissenschaften zu fördern, wurden in Deutschland in den vergangenen Jahren zahlreiche Schülerlabore etabliert. Trotz der Tatsache, dass die Einrichtungen positive Effekte erzielen, sind diese teilweise gering oder schwächen mit der Zeit ab. Wie bisherige Studien vermuten lassen, scheint die Vor- und Nachbereitung von Veranstaltungen im Schülerlabor eine Lösung hierfür zu bieten. Anhand der vorgestellten Studie soll dies untersucht werden. In diesem Zusammenhang wurde ein Online-Portal für Schülerinnen und Schüler entwickelt. Basierend auf kognitiven und affektiven Inhalten bietet es Teilnehmern die Möglichkeit, ihren Schülerlaborbesuch vor- und nachzubereiten. Die Studie richtete sich an Schüler ab der 10. Klasse der Sekundarstufe 1 und 2, die einen Experimentiertag im Schülerlabor DeltaX am Helmholtz-Zentrum Dresden-Rossendorf absolvierten. Dabei wurden in Form einer Vergleichsstudie Teilnehmer mit und ohne Nutzung des Online-Portals gegenübergestellt. Die entsprechenden Daten der Untersuchung wurden durch eine Fragebogenerhebung im Pre-Post-Follow-up-Design erhoben. Die Ergebnisse der Studie bestätigen den signifikanten Einfluss des Online-Portals. So zeigen sich durchaus positive Effekte hinsichtlich der Entwicklung des aktuellen Interesses der Schülerinnen und Schüler. Gleiches gilt auch im Hinblick auf verwandte Konstrukte wie das Fähigkeitsselbstkonzept, die wahrgenommenen Merkmale der Laborumgebung und auch abgeschwächt für dispositionale Interessen. Bezogen auf die angestrebte Förderung des aktuellen Interesses zeigte sich, dass vor allem Schülerinnen profitieren. Allerdings ließ sich für die meisten der hervorgerufenen Effekte ein Absinken im Verlauf der Zeit erkennen. Möglicherweise ist das auf die Umsetzung der Nachbereitung im Rahmen des Online-Portals zurückzuführen. Die Ergebnisse lassen die Vermutung zu, dass die Nachbereitung bezüglich des Interesses an Naturwissenschaften und an einem physikalischen Beruf das Potenzial besitzt, mehr Nachhaltigkeit hervorzurufen. Um Vorinteressen der Teilnehmer zu berücksichtigen, konnten drei unterschiedliche naturwissenschaftliche Interessensklassen identifiziert werden. Es stellte sich heraus, dass die Entwicklung des aktuellen Interesses aller drei Interessenklassen durch das Online-Portal gefördert wird. Dies gilt vor allem für die gering naturwissenschaftlich interessierten Schülerinnen und Schüler. Untersuchungen, die sich auf das Online-Portal selbst bezogen, offenbarten zum einen ein hohes Maß an Bereitschaft, sich auch mit dem dafür notwendigen zeitlichen Aufwand auf den Experimentiertag im Schülerlabor vorzubereiten. Zum anderen schätzt die breite Mehrheit der Teilnehmer das Online-Portal für ihre Arbeit im Schülerlabor. Selbst eine umfangreichere Vorbereitung wird von den Schülerinnen und Schülern als akzeptabel betrachtet. Es wird dennoch dazu geraten, die Vor- und Nachbereitung obligatorisch durchzuführen. Insgesamt zeigen die Ergebnisse dieser Studie den positiven Einfluss des Online-Portals bzw. der Vor- und Nachbereitung auf außerschulische Aktivitäten.:1. Science, Education, & Society 2. Out-of-school laboratories 3. Out-of-school science education 4. Applied educational psychological concepts 5. Studies on out-of-school science laboratories 6. Research Questions and Hypotheses 7. Methods 8. The Study 9. Statistics 10. Determination of the student groups 11. Verification of the hypothesis 12. Investigations on the online portal 13. Discussion 14. Summary 15. Limitations of the study 16. Implications and recommendations
Chao, Chin-Fang, and 趙慶方. "A Study on High School and Vocational High School Students'' Learning Satisfaction in the Experiential Learning Course of All-Out Defense Education Resource Center in Taipei City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/g83xus.
Повний текст джерела國立臺北科技大學
技術及職業教育研究所
102
This study aimed to investigate high school and vocational high school students’ learning satisfaction in the experiential learning course of All-Out Defense Education Resource Center in Taipei city and to analyze the differences of demographic factors on high school and vocational high school students’ learning satisfaction in the experiential learning course of All-Out Defense Education Resource Center in Taipei city. This study used questionnaire survey, which was “the questionnaire of high school and vocational high school students’ learning satisfaction in the experiential learning course of All-Out Defense Education Resource Center in Taipei city.” 856 copies of questionnaires were sent, and 805 valid copies were collected by convenience sampling. The data were analyzed by descriptive statistics, independent t-test and one-way ANOVA. The major findings of this study wre summarized as follows: 1.High school and vocational high school students’ learning satisfaction in the experiential learning course of All-Out Defense Education Resource Center in Taipei city is between “Very Satisfactory” and “Most satisfactory.” 2.High school and vocational high school students’ learning satisfaction in the experiential learning course of All-Out Defense Education Resource Center in Taipei city is lower in terms of the space, sanitation, sign, time arrangement of course and improvement in leadership. 3.The female, public schools, high schools, 10th & 11th graders and the students who joined irregular courses in Taipei city perceived higher learning satisfaction. Based on the results of this study, some suggestions for Taipei All-Out Defense Education Resource Center, schools and future researches were proposed.