Дисертації з теми "Irish lower secondary classroom"
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Boland, Terry W. "A case study of lower secondary school reform, renewal and culture." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2421.
Повний текст джерелаGrenander, Jesper. "Code-switching inside and outside the EFL classroom : Lower secondary pupils’ experiences and attitudes." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81032.
Повний текст джерелаBoland, Terry W. "A case study of lower secondary school reform, renewal and culture." Curtin University of Technology, Faculty of Education, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13576.
Повний текст джерелаSvensson, Nina. "TV, music and the Internet : Outside and inside the classroom at a lower secondary school." Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2651.
Повний текст джерелаSince the 1950’s medial resources have accelerated at an apparent pace. The access to several TV channels, to the Internet and to cell phones has increased and is available almost every student. In the society of today young people are exposed to media technology everywhere. It is apparent that children as well as adolescents and adults are affected by television, music, the Internet in one way or the other. The aim of this essay was to investigate if students think that TV, music and the Internet affect their English language learning outside the classroom. Furthermore, the purpose was also to see in what ways their teachers use these kinds of media recourses.
Questionnaires were handed out to three ninth grade classes (56 students) and interviews were made with their English teachers. The investigations showed that the majority of the students thought that they learned a lot outside of the school, mostly from TV and films. They claimed that they learned things like words, phrases and pronunciations.
Two of the three teachers who were interviewed used TV and music frequently in their teaching because they thought it was of importance to their students’ different learning styles, while the third teacher rarely used any of the resources mentioned above. Even though their methods differed they were of the same opinion that TV, music and the Internet have a huge impact on their students.
Walker, Leila Yasmin (Khouja). "Practitioner thinking about the successful use of resource-media in the lower secondary science classroom." Thesis, University of Cambridge, 2005. https://www.repository.cam.ac.uk/handle/1810/251969.
Повний текст джерелаKing, David. "Junior cycle reform : why context matters : a context-centric analysis of curriculum reform in lower Irish secondary education." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18148/.
Повний текст джерелаLubisi, R. Cassius. "An investigation into mathematics teachers' perceptions and practices of classroom assessment in South African lower secondary schools." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343868.
Повний текст джерелаLandström, Philip. "Foreign language anxiety among Swedish lower and upper secondary school students : A case study." Thesis, Karlstads universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47879.
Повний текст джерелаI klassrum över hela världen finns det elever som är rädda för både lärarens och sina klasskamraters uppmärksamhet. Nervositet är en orsak till en sådan rädsla och kan vara vanligt i främmandespråkklassrum. Språkängslan inför främmande språk är ett begrepp utvecklat av Horwitz m. fl. (1986) för att beskriva den unika nervositet som uppstår vid lärande av främmande språk. Nervösa elever är mindre benägna att använda språket de lär sig och känner sig mindre motiverade att lära sig och båda sakerna har en negativ effekt på deras inlärning. Syftet med studien var att mäta och jämföra nervositetsnivåer bland svenska högstadie- och gymnasieelever, identifiera de största källorna till nervositet och få förståelse för elevers uppfattning av nervositet. 49 elever från två klasser deltog i studien. Deras nervositet mättes med skalan för språknervositet i samband med undervisning i främmande språk, utvecklad av Horwitz m fl (1986). Intervjuer användes för att få insikt i deltagarnas uppfattning om språknervositet inför främmande språk. Resultatet visade att en majoritet av deltagarna led av språknervositet och att högstadieeleverna i högre grad var nervösa än gymnasieeleverna. De största källorna till nervositet som identifierades var lärarorsakad nervositet, rädsla för negativt omdöme och generell nervositet.
Lam, Wei Ling Karen. "Singapore teachers' classroom assessment: Preparing students for the "test of life," or a "life of tests"?" Thesis, Boston College, 2014. http://hdl.handle.net/2345/3804.
Повний текст джерелаIn 2006, Singapore introduced the Teach Less Learn More (TLLM) movement to continue the systemic changes introduced under the Thinking Schools Learning Nation vision. A curricular initiative, TLLM had implications for classroom assessments, calling on teachers to focus on the process of learning, and to use more formative and qualitative assessing. This dissertation examined the extent to which Singapore teachers' classroom assessment practices are aligned to the policy. It adopted mixed methods research to study teachers' assessment practices. Data culled from the Teacher Questionnaire used in the Trends in International Mathematics and Science Study provided the national pattern of assessment practices. Classroom practices were based on assessments contributed by eight teachers and from their interview comments. Classroom assessment practices were examined quantitatively using the Authentic Intellectual Work criteria (Newmann and Associates, 1996), and interpreted qualitatively using constructivist assessment (Shepard, 2000). The findings suggest there was incremental change in the teachers' assessment practices. At the national and classroom levels, three patterns of assessment practices--change, variety, and persistence--emerged. Of the three, the pattern of persistence was the most dominant, indicating that most teachers continued to use assessment practices that the policy was discouraging. The prevalence of the pattern of persistence meant that teachers were more likely to focus on achievement rather than on learning. At the classroom level, the result of such assessment practices was that teachers did not always present students with challenging tasks. There was a range of practices among the eight teachers. The extent to which the teachers' practices were aligned to the policy is the result of a complex interaction of policy, school, and classroom factors. Based on these findings, this dissertation suggests that to bring about fundamental change in classroom assessment practices, there needs to be greater macro policy coherence, a larger student role in the classroom, and more assessment leadership from principals
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Wahyudi. "Educational practice and learning environments in rural and urban lower secondary science classrooms in Kalimantan Selatan, Indonesia." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/1739.
Повний текст джерелаWahyudi. "Educational practice and learning environments in rural and urban lower secondary science classrooms in Kalimantan Selatan, Indonesia." Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15661.
Повний текст джерелаEach scale of the Indonesian SLEQ has acceptable internal consistency reliability and was able to differentiate between the perceptions of teachers in different schools. Further analysis indicated differences between perceptions of school environments of biology and physics teachers and of rural and urban school teachers, particularly on Resources Adequacy. This study also indicated the differences between teachers’ views of the actual and preferred school environments in which the differences are not only statistically but also practically significant. It is suggested that research for improving school environments, by matching teachers’ actual and preferred perceptions, is noteworthy and more research needs to be conducted. The second stage of this study explored the existing science curriculum documents, teachers’ perceptions of the science curriculum, the implementation of science curriculum in the classrooms, and the students’ outcomes in school science. In lower secondary school, science is compulsory for all students of all Year levels, and is aimed to introduce the students to the basic concepts of scientific knowledge and to emphasize the use of tools and equipment during laboratory observations. Science in the lower secondary school consists of physics and biology subjects that were taught separately, but were given the same amount of classroom periods per week. The content was organized into themes or topics. Despite the content to be taught, the development of students’ process skills and students’ attitudes towards science and the environment were also emphasized.
The suggested teaching approaches included the conceptual approach, the problem-solving approach, the inductive-deductive approach and the environmental approach, whereas the suggested teaching methods in science classroom are the experimental method, the demonstration method, the discussion method, the excursion method and the lecturing method. The evaluation and assessment sections of the curriculum documents expected science teachers to systematically and continuously assess the students. Three techniques were suggested to conduct evaluation in the science classroom, which included paper and pencil tests, verbal evaluations, and practical tests. Science teachers and superintendents possessed different perceptions of the science curriculum as expressed in their preferences towards curriculum metaphors. The metaphor ‘Curriculum as Content or as Subject Matter’ was a view perceived by three teachers. ‘Curriculum as intended learning outcome’ was the second metaphor preferred by two teachers, who hold this view for different reasons. In contrast, two superintendents expressed their most preference on the metaphors ‘Curriculum as discrete task and concepts’ and ‘Curriculum as programme planned activity’, respectively. Investigation of the implementation of the science curriculum in the classrooms confirmed that science-teaching practices in urban lower secondary schools was in agreement with those suggested in the curriculum documents.
Science teachers in urban schools tended to use a variety of teaching methods, employed good questioning techniques, provided clear explanations and had high outcomes expectation, and maintained effective classroom management. On the other hand, to some extend science teaching practice in the rural lower secondary schools was not as expected in the curriculum document. Mostly, teachers in rural schools tended to use traditional chalk-and-talk teaching methods, employed a limited questioning techniques, had relatively unclear outcomes expectation, and performed less effective classroom management skills. With regard to students’ outcomes, this study showed less favourable results. Students’ attitudinal outcomes, which were measured by the Indonesian version of adapted TOSRA, were not maximised, and students’ cognitive outcomes are disappointing. The mean scores on the national wide examination, which is 5.46 out of possible maximum score of 10.00, indicated the poor performance of students in learning School Science. No statistically significantly differences were found on attitudinal outcomes between rural and urban and between male and female students’ perceptions. However, the study identified that students’ cognitive scores were statistically significantly different between rural and urban schools. Students in urban schools scored higher in the examination than did their counterparts in rural schools. The study found association between students’ outcomes and the status of classroom learning environments. Both simple analysis and multiple regression analysis procedures showed that all scales of the Indonesian WMIC were statistically significantly associated with two scales of the Indonesian adapted TOSRA and students’ cognitive scores.
Ndayishimiye, Viateur. "Classroom-based assessment and its relationship with students' self-efficacy : the case of English language learning in Rwandan lower secondary schools." Thesis, University of York, 2018. http://etheses.whiterose.ac.uk/22063/.
Повний текст джерелаBerggren, Jessica. "Learning from Giving Feedback : Insights from EFL Writing Classrooms in a Swedish Lower Secondary School." Licentiate thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-97608.
Повний текст джерелаSyftet med min licentiatuppsats är att beskriva tonåringar som kamratbedömare och undersöka möjliga fördelar med att ge feedback. Min studie genomfördes i två engelskklassrum i årskurs åtta i en svensk högstadieskola där eleverna arbetade med att skriva svarsbrev på engelska. Arbetsområdet inkluderade diskussioner om en gemensam kriterielista, träning i att ge feedback, kamratbedömning och skriftlig produktion av utkast och slutlig version av svarsbrevet. Material samlades in från flera olika källor: de texter som skrevs i klassrummet, ljud- och videoinspelningar, enkäter och intervjuer. Mina resultat visar att elevers eget skrivande kan gynnas genom att ge feedback. Genom att de fick ett läsarperspektiv på sitt skrivande ökade elevernas medvetenhet om genre och mottagare. Dessutom fungerade de brev som eleverna läste och gav feedback på som inspiration, vilket visades genom att de överförde disposition och strukturer, samt idéer och innehåll till sitt eget skrivande. Eleverna uttryckte själva att de förbättrade sin förmåga att självbedöma och rätta sina texter, vilket indikerar att det är möjligt att utveckla överförbara färdigheter genom att bedöma andras texter. Ett mindre antal elever överförde ord och grammatiska strukturer från sina kamraters texter, men överlag påverkades skrivandets mikronivå i mindre utsträckning än makronivån (organisation och innehåll). I sin roll som kamratbedömare kunde eleverna identifiera styrkor och svagheter i sina klasskamraters texter, men deras feedbackkommentarer innehöll relativt lite formativ information. Tidigare forskning inom området har främst utförts på högskole- och universitetsnivå och mina resultat bidrar till forskning om skrivande i främmande språk och kamratfeedback genom att visa att också högstadieelevers skrivande kan gynnas av att ge feedback.
Robinsson, Sofia. "The Outsiders Are Growing Up to Be Violent : How Empathetic Reading May Induce Discussions about Toxic Masculinity in the EFL Classroom." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-107137.
Повний текст джерелаBatt, Deleece A. "The communicative orientation of virtual language teaching in upper primary and lower secondary telematics in Western Australia." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36669/1/36669_Digitised%20Thesis.pdf.
Повний текст джерелаSmith, Natasha. "Creating an inclusionary classroom through alternative ways of knowing : A Swedish Case Study." Thesis, Linköpings universitet, Avdelningen för migration, etnicitet och samhälle (REMESO), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177168.
Повний текст джерелаAndrée, Maria. "Den levda läroplanen : en studie av naturorienterande undervisningspraktiker i grundskolan." Doctoral thesis, Stockholms universitet, Institutionen för samhälle, kultur och lärande (SKL), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6669.
Повний текст джерелаNorberg, Anna-Maija. "Undervisning och bedömning i svenska på högstadiet : Elever i årskurs 7 skriver saga och recension." Licentiate thesis, Stockholms universitet, Institutionen för språkdidaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-121358.
Повний текст джерелаSandström, Daniel. "To Use or Not to Use Coursebooks? : A Study of Teachers' Opinions on Coursebooks and What Constitutes a Good One in the English Classroom." Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, Skolnära forskning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49657.
Повний текст джерелаDaniel, Leah Jenny. "Enacting mathematical content knowledge in the classroom: the preservice teacher experience of lower secondary algebra." Thesis, 2015. https://researchonline.jcu.edu.au/43772/1/43772-daniel-2015-thesis.pdf.
Повний текст джерелаSuryati, Nunung. "Developing an effective classroom interaction framework to promote lower secondary school students' English communicative competence in Malang, East Java, Indonesia." Thesis, 2013. http://hdl.handle.net/1959.13/1038812.
Повний текст джерелаIn response to the growing importance attached to mastering English, the Indonesia’s 2006 English Curriculum has as one of its goals the development of secondary school students’ communicative competence. However, several studies have demonstrated that secondary school graduates lack competence in communicating in English. To understand how this situation has arisen, the current study made a detailed examination of interaction in EFL classrooms. Classroom interaction is particularly important because it gives students the opportunity to develop oral fluency in English. Prior to the current study, there have been no studies examining effective classroom interaction strategies in lower secondary schools in Indonesia. The current study adopted a mixed approach containing both quantitative and qualitative elements to elicit data from teachers and students. The survey to students examined students’ reports of interaction with their teachers and with their peers, their attitudes to studying English, and the factors that hinder their participation in classroom interaction. Interviews with teachers provided teachers’ perspectives on their use of interaction strategies, their language choices, and factors influencing their approach to classroom interaction. Classroom observations provided a comprehensive understanding of current interaction strategies. On the basis of the research findings, a new model for classroom interaction is proposed as a means to enhance students’ oral communicative competence. The model includes the following features: Interactive Modelling, Interactive Dialogue, Interactive Collaboration, and Interactive Performance. The model has the potential to improve EFL teaching in Indonesia. School graduates need highly developed English communication skills if they are to be successful in the global community.