Дисертації з теми "Learned representation"
Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Learned representation.
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "Learned representation".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
1
Qiao, Xiaomei. "The Representation of Newly Learned Words in the Mental Lexicon." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194383.
Повний текст джерелаАнотація:
Most research in word recognition uses words that already exist in the reader's lexicon, and it is therefore of interest to see whether newly learned words are represented and processed in the same way as already known words. For example, are newly learned words immediately represented in a special form of lexical memory, or is there a gradual process of assimilation? As for L2 language learners, are newly learned words incorporated into the same processing system that serves L1, or are they represented quite independently?The current study examines this issue by testing for the existence of the Prime Lexicality Effect (PLE) observed in masked priming experiments (Forster & Veres, 1998). Strong form priming was found with nonword primes (e.g., contrapt-CONTRACT), but not with word primes (e.g., contrast-CONTRACT). This effect is generally assumed to result from competition between the prime and the target. So if the readers had been trained to treat "contrapt" as a new word, would it now function like a word and produce much weaker priming? Elgort (2007) demonstrated such an effect with unmasked primes with L2 bilinguals. The current study investigates the PLE in both L1 and L2 bilinguals under different training conditions. When the training program involves mere familiarization (learning to type the words), a PLE was found with visible primes, but not with masked primes, which suggests that unmasked PLE is not the best indicator of lexicalization. In the case of "real" acquisition where the new word is given a definition and a picture of the object it refers to, and learning is spread over two weeks, a clear PLE was obtained. However, when the same experiment was carried out on Chinese-English bilinguals using the same English materials, completely opposite results were obtained. The learning enhanced priming, rather than reducing it, suggesting that the L2 lexicon might differ qualitatively from the L1 lexicon. The implications of these results for competitive theories of lexical access are discussed, and alternative explanations are considered.
2
Donald, Pauline Sarah Moore. ""Lessons will be learned"? : an investigation into the representation of 'asylum seekers'/refugees in British and Scottish television and impacts on beliefs and behaviours in local communities." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/3628/.
Повний текст джерелаАнотація:
This thesis examines media representations and audience reception processes through a detailed study of media reporting and public understandings of asylum and refugee issues. It is based on sixty interviews in which refugees seeking asylum, professionals working with them and members of the general public were invited to comment on their own memories and beliefs using pictures from the TV coverage. The pictures used are included in a detailed thematic content analysis of national and regional broadcast news. Public understandings are systematically compared to the content of media reporting. In particular it explore people’s memories and beliefs of national and regional broadcast news. The content analysis revealed that the national news represents asylum in unsubstantiated and problematic ways whilst the regional news has a more balanced approach to representation of the issue. The thesis explores the diversity of audience reactions and the different ways in which people may accept or reject the media representations. However it also draws attention to the themes which recurred in all of the interviews and argues that there is strong evidence of media effects. The thesis highlights factors in media coverage which are particularly influential. It demonstrates how language, structures, and images may influence audience responses and examines how media representations may structure patterns of misinformation. The audience were poorly informed on asylum and refugee issues. In addition attention is drawn to viewers’ everyday relations and experiences. Some interviewees use specific knowledge to reject news reports. The research provides comprehensive and fruitful insights of cultural differentiation linked to ‘race’/ethnicity, gender, class and geographical location. The thesis concludes by arguing for a media studies schema which connects questions about audience reception with questions about media production and content as well as the construction of broader relations within society enabling researchers to contribute to current debates about power, control and social conditions.
3
Karamanoglu, Sema. "One Historian Two Books: Beatriz Colomina." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615519/index.pdf.
Повний текст джерелаАнотація:
This thesis aims to explore selected works of Beatriz Colomina, a revisionist architectural historian who has made influential studies on visuality, domesticity, media and gender, and their reflections in the architectural world. Colomina is a distinguished architectural historian since she places a new lens on a period when architecture ceased to be only for the elite and media has gradually penetrated into everyone&rsquos life in order to understand how architecture became accessible to the public through media and how this has affected the perception of modern architecture. This new lens entailed not only the inseparability of media and architecture but also how war and domesticity featured in this relationship. Against this background, this study attempts to investigate the innovative approach of Beatriz Colomina by comparing and contrasting her two prominent books: Privacy and Publicity: Modern Architecture as Mass Media (1994) and Domesticity at War (2007). The former introduces us to the relationship between architecture and media, whereas the latter exemplifies this relationship by focusing on the cold war period as a time where media became an integral part of the domestic environment. This study aims to extract Colomina&rsquo
s contribution to architectural history by first disentangling and analysing and then merging these two books under common themes. In doing so, it seeks to answer the following questions: What is the role of archives in Colomina&rsquo
s methodology in writing these two books? What is the relationship between the document and the historian that emerges from this methodology? What common themes can be extracted from these two books as an analytical framework in order to better understand and study Colomina&rsquo
s approach? What differentiates her as a historian from other historians of modern architecture, specifically from Siegfried Giedion and Kenneth Frampton? What messages does Colomina give her reader through the form as well as the content of her books? What is her contribution to architectural historiography?
4
Mehta, Nishant A. "On sparse representations and new meta-learning paradigms for representation learning." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/52159.
Повний текст джерелаАнотація:
Given the "right" representation, learning is easy. This thesis studies representation learning and meta-learning, with a special focus on sparse representations. Meta-learning is fundamental to machine learning, and it translates to learning to learn itself. The presentation unfolds in two parts. In the first part, we establish learning theoretic results for learning sparse representations. The second part introduces new multi-task and meta-learning paradigms for representation learning.
On the sparse representations front, our main pursuits are generalization error bounds to support a supervised dictionary learning model for Lasso-style sparse coding. Such predictive sparse coding algorithms have been applied with much success in the literature; even more common have been applications of unsupervised sparse coding followed by supervised linear hypothesis learning. We present two generalization error bounds for predictive sparse coding, handling the overcomplete setting (more original dimensions than learned features) and the infinite-dimensional setting. Our analysis led to a fundamental stability result for the Lasso that shows the stability of the solution vector to design matrix perturbations. We also introduce and analyze new multi-task models for (unsupervised) sparse coding and predictive sparse coding, allowing for one dictionary per task but with sharing between the tasks' dictionaries.
The second part introduces new meta-learning paradigms to realize unprecedented types of learning guarantees for meta-learning. Specifically sought are guarantees on a meta-learner's performance on new tasks encountered in an environment of tasks. Nearly all previous work produced bounds on the expected risk, whereas we produce tail bounds on the risk, thereby providing performance guarantees on the risk for a single new task drawn from the environment. The new paradigms include minimax multi-task learning (minimax MTL) and sample variance penalized meta-learning (SVP-ML). Regarding minimax MTL, we provide a high probability learning guarantee on its performance on individual tasks encountered in the future, the first of its kind. We also present two continua of meta-learning formulations, each interpolating between classical multi-task learning and minimax multi-task learning. The idea of SVP-ML is to minimize the task average of the training tasks' empirical risks plus a penalty on their sample variance. Controlling this sample variance can potentially yield a faster rate of decrease for upper bounds on the expected risk of new tasks, while also yielding high probability guarantees on the meta-learner's average performance over a draw of new test tasks. An algorithm is presented for SVP-ML with feature selection representations, as well as a quite natural convex relaxation of the SVP-ML objective.
5
Miglani, Vivek N. "Comparing learned representations of deep neural networks." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/123048.
Повний текст джерелаАнотація:
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 63-64).
In recent years, a variety of deep neural network architectures have obtained substantial accuracy improvements in tasks such as image classification, speech recognition, and machine translation, yet little is known about how different neural networks learn. To further understand this, we interpret the function of a deep neural network used for classification as converting inputs to a hidden representation in a high dimensional space and applying a linear classifier in this space. This work focuses on comparing these representations as well as the learned input features for different state-of-the-art convolutional neural network architectures. By focusing on the geometry of this representation, we find that different network architectures trained on the same task have hidden representations which are related by linear transformations. We find that retraining the same network architecture with a different initialization does not necessarily lead to more similar representation geometry for most architectures, but the ResNeXt architecture consistently learns similar features and hidden representation geometry. We also study connections to adversarial examples and observe that networks with more similar hidden representation geometries also exhibit higher rates of adversarial example transferability.
by Vivek N. Miglani.
M. Eng.
M.Eng. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
6
Bideran, Jessica de. "Infographie, images de synthèse et patrimoine monumental : espace de représentation, espace de médiation." Thesis, Bordeaux 3, 2012. http://www.theses.fr/2012BOR30025/document.
Повний текст джерелаАнотація:
La présente thèse pose la question de l’usage des techniques infographiques et images de synthèse pour représenter les vestiges du passé et plus exactement le patrimoine archéologique et architectural. Cette réflexion est bâtie autour d’une approche multiple. Les dispositifs infographiques appartenant, en effet, à l’ensemble des inventions médiatiques et culturelles nées dans la société d’après-guerre, notre étude se veut profondément transdisciplinaire, empruntant des théories à l’Histoire de l’art, l’Archéologie et les Sciences de l’Information et de la Communication. Le parcours suivi consiste à sortir de la dimension purement technicienne afin d’analyser ces dispositifs comme des espaces culturels de représentation, au sein d’une communauté scientifique (les « spécialistes ») et à destination du grand public (les « néophytes »). La figuration du patrimoine monumental à l’aide des outils infographiques n’est assurément pas apparue spontanément en tant que telle du jour au lendemain, que ce soit dans la sphère publique ou dans la sphère plus restreinte de la communauté des chercheurs. Si ce phénomène est évidemment intimement corrélé à l’évolution du secteur informatique, il serait bien trop simpliste de le considérer comme seulement consécutif de cette révolution technologique. En effet, des transformations des espaces médiatiques et scientifiques se jouent parallèlement. La conservation des monuments historiques et sites archéologiques, leur inscription dans l’espace public ou leur mise en exposition suscitent par conséquent débats et controverses au sein de la sphère des chercheurs et des institutionnels. Ces sujets interpellent plus généralement le concept de patrimoine, autant pour des raisons idéologiques qu’historiques. Il s’agit donc de déceler à travers cette étude les éléments socioculturels qui ont engendré l’émergence et le développement de ces pratiques à la fois graphiques, informatiques et scientifiques. Ainsi défini, le contexte nous donne ensuite accès à l’analyse des usages et des appropriations de ces outils par les différents acteurs de la sphère patrimoniale. Il convient enfin de s’attarder sur la matérialité de ces images et de mettre en évidence les espaces de médiation que créent ces dispositifs. En définitive, il semble que ce que nous donnent à voir ces nouvelles représentations, c'est une hybridation des pratiques de communication et des codes signifiants entre culture « savante » et culture « populaire »This thesis raises the issue of the use of infographic techniques and synthetic imagery to represent vestiges of the past, in particular archaeological and architectural heritage. Our approach is multidisciplinary. Since infographic systems belong to the category of media-related and cultural inventions that have come into existence since World War II, our study aims to be comprehensive, drawing on Art History, Archaeology, Information and Communications Technology. Our intention is to look beyond the purely technical dimension and to analyse these systems as cultural spaces of representation, within the scientific community (“specialists”) and for the general public (“neophytes”). Representation of built heritage using infographic tools has of course not sprung up spontaneously overnight, whether in the public sphere or in the more restricted sphere of the research community. Although this phenomenon is of course closely correlated with the development of the IT sector, it would be simplistic to regard it only as a consequence of this technological revolution. Indeed, changes in the media and scientific fields have gone hand in hand. The conservation of historic monuments and archaeological sites, their listing as being of public interest and management for exhibition purposes, consequently gives rise to debate and controversy in both the scientific-research and institutional spheres. More generally, these matters raise the issue of “heritage”, as much for ideological as for historical reasons. The purpose, then, of this study is to identify the social and cultural factors that have led to the emergence and development of these practices, which involve a combination of graphics, information technology and scientific research. Thus defined, the context invites us to analyse the ways in which these tools have been used and appropriated by different players in the heritage industry. Finally, we need to consider the material aspect of these images and highlight the areas of mediation which these systems create. In conclusion, it would seem that these new modes of representation exemplify a hybridisation of communication practises and codes of meaning resulting from the mixing of “scientific” and “popular” culture
7
Do, Thanh Ha. "Sparse representations over learned dictionary for document analysis." Thesis, Université de Lorraine, 2014. http://www.theses.fr/2014LORR0021/document.
Повний текст джерелаАнотація:
Dans cette thèse, nous nous concentrons sur comment les représentations parcimonieuses peuvent aider à augmenter les performances pour réduire le bruit, extraire des régions de texte, reconnaissance des formes et localiser des symboles dans des documents graphiques. Pour ce faire, tout d'abord, nous donnons une synthèse des représentations parcimonieuses et ses applications en traitement d'images. Ensuite, nous présentons notre motivation pour l'utilisation de dictionnaires d'apprentissage avec des algorithmes efficaces pour les construire. Après avoir décrit l'idée générale des représentations parcimonieuses et du dictionnaire d'apprentissage, nous présentons nos contributions dans le domaine de la reconnaissance de symboles et du traitement des documents en les comparants aux travaux de l'état de l'art. Ces contributions s'emploient à répondre aux questions suivantes: La première question est comment nous pouvons supprimer le bruit des images où il n'existe aucune hypothèse sur le modèle de bruit sous-jacent à ces images ? La deuxième question est comment les représentations parcimonieuses sur le dictionnaire d'apprentissage peuvent être adaptées pour séparer le texte du graphique dans des documents? La troisième question est comment nous pouvons appliquer la représentation parcimonieuse à reconnaissance de symboles? Nous complétons cette thèse en proposant une approche de localisation de symboles dans les documents graphiques qui utilise les représentations parcimonieuses pour coder un vocabulaire visuelIn this thesis, we focus on how sparse representations can help to increase the performance of noise removal, text region extraction, pattern recognition and spotting symbols in graphical documents. To do that, first of all, we give a survey of sparse representations and its applications in image processing. Then, we present the motivation of building learning dictionary and efficient algorithms for constructing a learning dictionary. After describing the general idea of sparse representations and learned dictionary, we bring some contributions in the field of symbol recognition and document processing that achieve better performances compared to the state-of-the-art. These contributions begin by finding the answers to the following questions. The first question is how we can remove the noise of a document when we have no assumptions about the model of noise found in these images? The second question is how sparse representations over learned dictionary can separate the text/graphic parts in the graphical document? The third question is how we can apply the sparse representation for symbol recognition? We complete this thesis by proposing an approach of spotting symbols that use sparse representations for the coding of a visual vocabulary
8
Murray, Joseph F. "Visual recognition, inference and coding using learned sparse overcomplete representations /." Diss., Connect to a 24 p. preview or request complete full text in PDF formate. Access restricted to UC campuses, 2005. http://wwwlib.umi.com/cr/ucsd/fullcit?p3189208.
Повний текст джерела
9
Fratamico, Lauren. "Trade-offs in data representations for learner models in interactive simulations." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55058.
Повний текст джерелаАнотація:
Interactive simulations can foster student driven, exploratory learning. However, students may not always learn effectively in these unstructured environments. Due to this, it would be advantageous to provide adaptive support to those that are not effectively using the learning environment. To achieve this, it is helpful to build a user-model that can estimate the learner’s trajectories and need for help during interaction. However, this is challenging because it is hard to know a priori which behaviors are conducive to learning. It is particularly challenging in complex Exploratory Learning Environments (like in PhET’s DC Circuit Construction Kit which is used in this work) because of the large variety of ways to interact. To address this problem, we evaluate multiple representations of student interactions with the simulation that capture different amounts of granularity and feature engineering. We then apply the student modeling framework proposed in [1] to mine the student behaviors and classify learners. Our results indicate that the proposed framework is able to extend to a more complex environment in that we are able to successfully classify students and identify behaviors intuitively associated with high and low learning. We also discuss the trade-offs between the differing levels of granularity and feature engineering in the tested interaction representations in terms of their ability to evaluate learning and inform feedback.
[1] Samad Kardan and Cristina Conati. 2011. A Framework for Capturing Distinguishing User Interaction Behaviours in Novel Interfaces. Proceedings of the 4th International Conference on Educational Data Mining, 159–168.Science, Faculty of
Computer Science, Department of
Graduate
10
Maas-Olsen, Marcelle Isabel. "Empowering representative councils of learners through policy-making." Thesis, Cape Peninsula University of Technology, 2006. http://hdl.handle.net/20.500.11838/1647.
Повний текст джерелаАнотація:
Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2006.The right of learners to participate in decision-making as stakeholders in their own education was a significant area of controversy between learners and education authorities prior to 1994. At the end of the apartheid regime in 1994 the foundation was laid for a South Africa based on democratic values, social justice and fundamental human rights as provided for in the Constitution of the Republic of South Africa, 1996 (Act 108 of 1996), hereinafter referred to as the Constitution RSA. To give effect to these constitutional rights and to entrench the democratic values in society, a new system of education and training which required the phasing-in of new education legislation had to be created. The National Education Policy Act, 1996 (Act 27 of 1996) [NEPAl was the first comprehensive new act promulgated by the government after 1994. This act mainly provides for the promulgation of education policy by the Minister of Education. The South African Schools Act, 1996 (Act 84 of 1996) [SASAj, as amended, provides a national system of school education that advances democracy, the development of all leamers and the protection of rights, as well as promoting acceptance of responsibility by learners, parents and educators for the organisation of the school, its governance and its funding. The SASA has entrenched the rights of learners to participate as stakeholders in education by affording them representation in school governing bodies which have the status of being the only legitimate bodies representing parents and learners in public schools.
11
Kapuire, Dominika Bertha. "Learner voice and leadership: a study of a Learner Representative Council in a primary school in Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62177.
Повний текст джерелаАнотація:
Numerous literature world-wide emphasises the significance of learner voice and leadership in schools. These concerns are not new to the education system of Namibia, because the education system is shaped by policy which encourages the voices of all stakeholders in the schools. The Education Act 16 of 2001 introduced the Learner Representative Council (LRC) as a legitimised body in secondary schools which represents learners in school level decision-making. Learner Representative Council members in secondary schools are allowed to sit in on School Board meetings and voice their concerns about issues at the school. The Act also involved parents, allowing them to air their views on behalf of their children, by becoming part of the School Board. Although this is what the Act 16 of 2001 introduced, recent researchers have urged for the need to develop learner voice and leadership in schools, as many schools have turned a blind eye to its significance. This is also what prompted me to conduct a study on the development of learner voice and leadership. This research was conducted within the context of learner leadership at a primary school in the Otjozondjupa region, Namibia, focusing on the school’s existing Learner Representative Council (LRC). The study explores the underlying reasons for the current problems in the LRC structure and beyond, opening up leadership opportunities, and promoting learner voice at the school. Participants in the research were drawn from learners, teachers, heads of department, and the principal. As a qualitative case study in the interpretive paradigm, the study employed a range of data collection strategies - questionnaires, interviews, focus group interviews, observation and Change Laboratory (CL) workshops - to gather data to answer key research questions: How is the LRC currently involved in the leadership of the school? What are the factors inhibiting the development of learner leadership in the school? What opportunities exist for the development of learner voice and leadership within the LRC? How can learner voice and leadership be developed through Change Laboratory (CL) workshops? The research was underpinned by the second generation of Cultural-Historical Activity Theory (CHAT) as an analytical framework. CHAT had the potential to bring problems and challenges into focus, which was then used to open up expansive learning in the CL workshops. Data collected from the participants was surfaced as mirror data in these workshops. The study showed that the LRC was not active in their leadership roles and that they were not given enough opportunities to function freely in their roles. These learners were under a traditional system of leadership, whereby teachers had all the control and say in the learners’ leadership roles. The development of learner leadership was only recognised through the leadership training camp. Many factors that inhibited the development of learner voice and leadership also emerged in the study. Lastly, the notion of developing learner voice was also not understood by some teachers, which showed in their contradicting views. This study recommends that learner leadership should be developed, starting at an early age in the primary school. It also recommends that learners, however young, should be given a platform to contribute to the decision making at their schools.
12
Ngwane, Maxhoba. "Examining the use of multiple representations to teach vectors in Grade 10 physical sciences." University of the Western Cape, 2019. http://hdl.handle.net/11394/7042.
Повний текст джерелаАнотація:
Magister Educationis - MEdThe purpose of this paper was to examine the use of the multiple representation approach as a teaching strategy to improve learners understanding of vectors in Grade 10 Physical Sciences. The study also wanted to consider the MR approach through the lens of the learners. A sample consisting of 45 Grade 10 learners from a total of 160 Grade 10 Physical Sciences learners participated in the study. Both quantitative and qualitative data were collected and analysed. Learners were first given a pre-test to establish their initial understanding of vectors. This pre-test was followed by an intervention in the form of a lesson. The lesson was conducted in order to expose learners to learning through Multiple Representations. A post-test was then administered to determine the impact of the intervention. To gather and quantify the learners’ perceptions on the use of Multiple Representations in teaching and learning of vectors in Grade 10 Physical Sciences learners were given questionnaires to complete. The last step was interviewing of learners to triangulate the results from the three instruments. The study found that learners were struggling with understanding of vectors in their traditional chalk-and-talk lessons and their perceptions towards vectors were negative. The study also found that Multiple Representations can improve understanding and develop positive perception of learners towards the teaching and learning of vectors. This improvement occurs only if Multiple Representations is used correctly. The study further found out that when Multiple Representations is used improperly it limits deeper understanding by learners. A number of recommendations were made out of the findings of the study. Some of them were that multiple representations should be used when teaching vectors and that subject advisers and teachers should be developed on the proper use of multiple representations. The Physical Sciences textbooks must be designed to accommodate Multiple Representations.
13
Haipa, Vistorina. "Developing leadership and learner voice: a formative intervention in a Learner Representative Council in a Namibian secondary school." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62188.
Повний текст джерелаАнотація:
Learner participation in leadership in Namibian schools was legislated in 2001 through the Namibian Education Act, No. 16 of2001. This has then become a requirement for all secondary schools to establish a Learner Representative Council (LRC). However, this legislation only gives mandates to schools with grade 8-12. Despite the impetus of having a LRC in secondary schools, learner leadership and voice remains limited, given that we are 26 years into our democracy. This awakened my interest to conduct a study aimed at developing leadership and voice within the LRC in a Namibian secondary school. Additionally, this study was conducted to contribute to filling the gap in literature of Cultural Historical Activity Theory (CHAT) studies in the field of Education Leadership and Management. In this critical case orientation, the LRC were the subjects and the object of the activity was voice and leadership development within the LRC. I investigated participants’ perspectives on LRC leadership opportunities that existed in the case study school as well as factors that enabled and constrained leadership and voice development within the LRC of Omukumo (pseudonym) Secondary School in the northern part of Namibia. My study adopted a formative intervention design, using qualitative methodologies such as document analysis, observation, interviews, questionnaires and Change Laboratory Workshops. This study was framed by the second generation of CHAT. CHAT in this study was used as a methodological and analytical tool to surface the contradictions. Additionally, data were analysed by means of constructing categories and themes. Five sets of findings emerged: (1) a lack of conceptual awareness of the construct ‘learner leadership’: learner leadership was understood in terms of the LRC, (2) LRC members were not really acknowledged as equal participants in the school decision-making due to unequal power relations between the teachers and the LRC members, (3) misinterpretation of LRC policy that speak about the establishment of learners club and inadequate LRC training hindered the development of voice and leadership within the LRC, (4) the overall leadership role assigned to the LRC was to oversee the adherence of the school rules, and last (5) learner leadership and voice was still developing in the case study school. My key recommendation based on the research findings is the need for on-going LRC training at regional level; a need for large scale comparative studies between two African countries (Namibia, & South Africa) on the topic of learner leadership development and last, a need for workshops to train teachers on the implementation of national policies in schools, in particular those that speak to issues of learner voice and leadership.
14
Hsu, Wen-Cheng. "Representations, constructs and practice of autonomy via a learner training programme in Taiwan." Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415499.
Повний текст джерела
15
Lister, Janice E. "The use of comprehension strategies by good and poor learners : a longitudinal study." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/1195/.
Повний текст джерела
16
Chen, Chang-Ching. "THE REPRESENTATION AND PROCESSING OF PAST TENSE IN CHINESE ENGLISH-LANGUAGE LEARNERS." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195450.
Повний текст джерелаАнотація:
In general, L2 learners have great difficulty mastering aspects of grammar in the second language. For example, Chinese-speaking ESL learners often fail to mark past tense in their speaking and writing (Aaronson & Ferres, 1987; Bayley, 1991; Bean & Gergen, 1990; Jia & Fuse, 2007; Krashen & Pon, 1975; Lardiere, 1998; Wei, 2000), and there are some suggestions in the literature that Chinese learners of English never master English tense (Lardiere, 1998). One question that arises is whether the failure to learn to use the past tense is due to a failure of competence or a failure of performance. If the former, then Chinese-speaking ESL learners should show such failures in all tasks including comprehension tasks.However, little research has investigated L2 comprehension of tense marking in reading. The studies (Gass, 2001; Guillelmon & Grosjean, 2001; Jiang, 2004, 2007) have showed that late L2 learners are not sensitive to certain types of grammatical marking. They have poor inflectional comprehension. It is possible that Chinese English-language learners are insensitive to grammatical violation involving tense during reading. This dissertation tests this idea.A group of English-proficient college students from Fu-Jen University in Taiwan was tested in a number of tasks. In paper-and-pencil tests, Chinese English-language learners showed knowledge of the past tense forms and the appropriate contexts for their usage. This suggests that past tense marking is learnable. Chinese English-language learners can acquire this knowledge. Does the relative mastery of past tense show up in comprehension in a similar L2 population? A reading comprehension test that measured reading time to sequential segments of a sentence indicated that unlike native speakers of English who were tested, Chinese English-language learners were insensitive to grammatical violation involving tense. This finding is consistent with the other studies, indicating that L2 learners are insensitive to grammatical marking during reading.Overall, it appears that high-functioning Chinese English-language learners can learn almost the proper way to use tense, but fail to do so during performance.
17
Noda, Itsuki. "Neural Networks that Learn Symbolic and Structred Representation of Information." Kyoto University, 1995. http://hdl.handle.net/2433/154663.
Повний текст джерелаАнотація:
本文データは平成22年度国立国会図書館の学位論文(博士)のデジタル化実施により作成された画像ファイルを基にpdf変換したものであるKyoto University (京都大学)
0048
新制・課程博士
博士(工学)
甲第5860号
工博第1404号
新制||工||978(附属図書館)
UT51-95-B205
京都大学大学院工学研究科電気工学専攻
(主査)教授 長尾 真, 教授 池田 克夫, 教授 矢島 脩三
学位規則第4条第1項該当
18
L'Héritier, Cécile. "Une approche de retour d’expérience basée sur l’analyse multicritère et l’extraction de connaissances : Application au domaine humanitaire." Thesis, Nîmes, 2020. http://www.theses.fr/2020NIME0001.
Повний текст джерелаАнотація:
Ce sujet de recherche est centré sur la problématique de gestion des connaissances et des savoir-faire au sein d’une l’organisation humanitaire intervenant en situations d’urgence. Dans le contexte d’une ONG, possédant une grande richesse immatérielle, la capitalisation – et à plus grande échelle de la gestion de connaissance – répond à des enjeux à la fois opérationnels et stratégiques. Les objectifs de ce travail de recherche consistent donc, dans une première phase, à définir, développer puis tester et valider des méthodes et outils adaptés pour mener une capitalisation au sein de l’organisation grâce au retour d’expérience. Dans un second temps, l’exploitation et l’analyse des récits et des données extraites permettront de définir les processus de décision qui ont été impliqués pour résoudre une situation d’urgence donnée. Plus précisément, il s’agira d’expliquer pourquoi et comment les décisions ont été prises en situation d’urgence. L’objectif sera de dégager, non pas une somme d’information mais une manière de réfléchir et de raisonner, transférable et réutilisable permettant de résoudre d’autres situations présentant des similitudes. L’ensemble de ce travail fournira des éléments et outils permettant l’amélioration des pratiques et leur diffusion ou transmission en facilitant et en rendant plus efficace la formation au sein de l’organisation. Le retour d’expérience, RETEX, sera abordé comme un des éléments d’une démarche de progrès, et non comme une évaluation formulant un jugement sur l’action par rapport à un cadre règlementaire. La capitalisation doit révéler la manière qui a permis d’atteindre le but, sans en juger la qualité. En effet, ici, l’objectif du RETEX n’est pas de mettre en lumière un dysfonctionnement, mais de mettre en place un historique des activités et processus déployés et de porter un regard critique sur leur gestion. Compte tenu, de la différence de contexte entre ONG et structures industrielles privées ; il est primordial d’extrapoler et d’adapter les méthodes de RETEX existantes pour l’industrie. Il s’agit donc ici de développer une méthodologie adaptée pour répondre aux problématiques spécifiques des organisations humanitaires. La méthodologie proposée sera testée et validée avec une ou plusieurs études de cas et permettra la formalisation de l'expérience, essentielle pour la rendre exploitable. Le travail s’attachera également à identifier et analyser les indicateurs de prise de décision dans les différents retours d’expérience et études de cas traités pour être en mesure d’expliquer la décision et en extraire une façon de réfléchir, et de éléments de l’ordre méthodologiqueBecause of its critical impacts on performance and competitivity, organizations’ knowledge is today considered to be an invaluable asset. In this context, the development of methods and frameworks aiming at improving knowledge preservation and exploitation is of major interest. Within Lessons Learned framework – which proposes relevant methods to tackle these challenges –, we propose to work on an approach mixing Knowledge Representation, Multiple-Criteria Decision Analysis and Inductive Reasoning for inferring general learnings by analyzing past experiences. The proposed approach, which is founded on a specific case-based reasoning, intends to study the similarities of past experiences – shared features, patterns – and their potential influence on the overall success of cases through the identification of a set of criteria having a major contribution on this success. For the purpose of highlighting this potential causal link to infer general learnings, we envisage relying on inductive reasoning techniques. The considered work will be developed and validated through the scope of a humanitarian organization, Médecins Sans Frontières, with a focus on the logistical response in emergency situations
19
Blelly, Aurore. "Characterization of galactic binary systems by gravitational waves." Thesis, université Paris-Saclay, 2022. http://www.theses.fr/2022UPASP070.
Повний текст джерелаАнотація:
Le futur observatoire spatial d’ondes gravitationnelles LISA ouvrira une nouvelle fenêtre pour la mesure des ondes gravitationnelles, permettant d’observer des sources difficilement visibles avec les observatoires terrestres actuels. Parmi ces sources, la détection des binaires galactiques promet une richesse d’informations sans précédent, mais soulève également plusieurs défis d’analyse de données. En particulier, le grand nombre de sources attendues et la présence à la fois de bruit et d’artefacts entachant les données nécessitent le développement de méthodes d’analyse robustes.Grâce à une modélisation simple des signaux recherchés, nous montrons qu’il est possible de détecter les signaux en présence de bruit et de les estimer. Nous expliquons ensuite comment ce modèle peut être utilisé pour atténuer efficacement l’impact des données manquantes sur l’analyse. Enfin, nous étudierons ce qu’un nouveau modèle appris peut apporter en termes de caractérisation du signalThe forthcoming space-based gravitational wave observatory LISA will open a new window for the measurement of gravitational waves, making it possible to observe emitting systems hardly visible with the current Earth-based observatories. Among these sources, the detection of galactic binaries promises an unprecedented wealth of information about these systems, but also raises several challenges in signal processing. In particular the large number of expected sources and the presence of both complex instrumental noise and artifacts tainting the data call for the development of robust methods. Through simple modeling of the sought signals, we show that it is possible to detect them accurately in presence of instrumental noise and to recover the signals. We then explain how this model can be used to efficiently mitigate the impact of missing data on the analysis. Finally, we investigate what a new learning-based model can bring in terms of signal characterization
20
Tjihuro, Jaqueline. "Leadership development within a learner representative council: a Namibian primary school case study." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61558.
Повний текст джерелаАнотація:
Learners in Namibian primary schools are seemingly not brave enough to stand and raise their voice on issues that concern them. This is what Shekupakela-Nelulu (2008) wrote after a study she conducted on the Learners’ Representative Council (LRC) of a school in Namibia. She refers to a time when “the involvement of students in school affairs was seen by the regime as a political act and attempts by student leaders to involve themselves in educational issues were often quashed” (ibid., p. i). This situation will be all too familiar to South African readers, where a public holiday, Youth Day, was declared to mark the apartheid regime’s brutal treatment of learner protestors on June 16, 1976. While Namibia has not experienced events of such magnitude, the notion of learner voice is equally problematic and worthy of investigation. The absence of leadership development opportunities for learners has led to this research study which seeks to answer the central research question: How can learner leadership be developed in a LRC? I used an interpretive paradigm, adopting a qualitative approach in the study. Concurrently, the study was framed and guided by the second generation of Cultural Historical Activity Theory (CHAT) as an analytical tool to achieve my research goal. The following questions guided the study in two phases. Phase one: What were the perceived causes for the nonsustainability of the learner leadership (LL) club at the school? Phase two: How is the notion of learner leadership understood in the school? How is leadership developed on the LRC? What enables and constrains leadership development of learners on the LRC? The research participants were thirty LRC members from grades 6 and 7 and15 teachers who teach the LRC members. The principal and three HOD’s were also research participants being part of the Senior Management team. One of the HOD’s also fulfils the role of the guardian teacher to the LRC. A school board chairperson also participated in the Change Laboratory Workshop. Data was generated through multiple data sources such as questionnaires, individual interviews, a focus group interview and observation. The findings from phase one of the study revealed that the learner leadership club’s intervention was a success during the 2014 academic year, but the absence of the learner leadership club as an extra-mural activity affected the sustainability of the club into the next academic year 2015. Findings from phase two revealed that leadership opportunities did exist at the school for learner leadership development. However, a few challenges emerged relating to traditional views of leadership and constraining factors that could affect learner leadership development at the school. Thus, Change Laboratory workshops were held to find solutions to the challenges, in order to promote and enhance learner leadership development, hopefully for the future of the Namibian child.
21
Neal, Ted A. "The impact of argument-based learning environments on early learners multimodal representations." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5578.
Повний текст джерелаАнотація:
The purpose of this study was to examine the impact of an immersive argument based learning environment on students’ multimodal competencies. The objective was to study the impact on students learning as they engage in an ABI classroom, centered on the SWH approach, when compared to students in traditional classrooms. Summary writing samples were collected and coded for informational text features which allowed us to understand cohesion with the learners. Additionally, we were able to study these impacts longitudinally, measuring teacher experience and student exposure to this learning environment. Studies of this nature have been done but only with upper grades, never had it been done with early learners, kindergarten through second grade.
These summary writing samples were collected and analyzed in two different groups, the first containing 601 samples and the second 760 samples. A factor analysis was performed to examine the internal structure of the features, resulting in the creation of 3 factors: illustrations, text signals and organizers, and graphics. This allowed us to measure acceleration of the learners multimodal skills and the cohesion related to experience, both of classroom and teacher experience.
The results of this study have shown that we are able to significantly impact students rate of usage of informational text features by altering the learning environment. We are able to demonstrate significant rates of growth in usage of higher order skills and cohesion amongst science concepts. This is important as we look to find ways to close achievement gaps, increase interest in science, and help students become more effective learners. The results show great promise for immersive ABI as a means to engage young learners in rigorous, valuable learning experiences.
22
Tissier, Julien. "Improving methods to learn word representations for efficient semantic similarites computations." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSES008.
Повний текст джерелаАнотація:
De nombreuses applications en traitement du langage naturel (TALN) reposent sur les représentations de mots, ou “word embeddings”. Ces représentations doivent capturer à la fois de l’information syntaxique et sémantique pour donner des bonnes performances dans les tâches en aval qui les utilisent. Cependant, les méthodes courantes pour les apprendre utilisent des textes génériques comme Wikipédia qui ne contiennent pas d’information sémantique précise. De plus, un espace mémoire important est requis pour pouvoir les sauvegarder car le nombre de représentations de mots à apprendre peut être de l’ordre du million. Le sujet de ma thèse est de développer de nouveaux algorithmes pour améliorer l’information sémantique dans les word embeddings tout en réduisant leur taille en mémoire lors de leur utilisation dans des tâches en aval de TALN.La première partie de mes travaux améliore l’information sémantique contenue dans les word embeddings. J’ai développé dict2vec, un modèle qui utilise l’information des dictionnaires linguistiques lors de l’apprentissage des word embeddings. Les word embeddings appris par dict2vec obtiennent des scores supérieurs d’environ 15% par rapport à ceux appris avec d’autres méthodes sur des tâches de similarités sémantiques de mots. La seconde partie de mes travaux consiste à réduire la taille mémoire des word embeddings. J’ai développé une architecture basée sur un auto-encodeur pour transformer des word embeddings à valeurs réelles en vecteurs binaires, réduisant leur taille mémoire de 97% avec seulement une baisse de précision d’environ 2% dans des tâches de TALN en avalMany natural language processing applications rely on word representations (also called word embeddings) to achieve state-of-the-art results. These numerical representations of the language should encode both syntactic and semantic information to perform well in downstream tasks. However, common models (word2vec, GloVe) use generic corpus like Wikipedia to learn them and they therefore lack specific semantic information. Moreover it requires a large memory space to store them because the number of representations to save can be in the order of a million. The topic of my thesis is to develop new learning algorithms to both improve the semantic information encoded within the representations while making them requiring less memory space for storage and their application in NLP tasks.The first part of my work is to improve the semantic information contained in word embeddings. I developed dict2vec, a model that uses additional information from online lexical dictionaries when learning word representations. The dict2vec word embeddings perform ∼15% better against the embeddings learned by other models on word semantic similarity tasks. The second part of my work is to reduce the memory size of the embeddings. I developed an architecture based on an autoencoder to transform commonly used real-valued embeddings into binary embeddings, reducing their size in memory by 97% with only a loss of ∼2% in accuracy in downstream NLP tasks
23
Tomlinson, Brian. "The role of visualisation in the reading of literature by learners of a foreign language." Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339612.
Повний текст джерела
24
Cortés, Pomacóndor Susana María. "Representations and transfer processes in L2 speech production : evidence from Catalan learners of English." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/2227.
Повний текст джерелаАнотація:
The present thesis examines L1 transfer in L2 production. This thesis investigates the possible role in L2 speech production of 1) various types of sound representations (underlying and surface segments), their mappings to L2 sound categories and their phonetic realisation 2) speech perception and 3) the effect of the morphological composition of L2 words. The advanced Catalan learners of English, who served as subjects in the study, displayed more accuracy in their production of target English /d/ and // in contexts where they surface in Catalan than in the production of /d/ in intervocalic position and // in initial position. Their perceptual identification of target /d/ and // in both initial and intervocalic position could not predict their production. However, these findings could be accounted for by positing the transfer of L1 underlying segments as well as an L1 underlying to surface realisation mechanism onto the L2 system. The replication of a study by Eckman and Iverson (1997) on the role played by morphology in L2 speech production shows that L2 speakers’ production of /d/ does not depend on whether the lexical items are derived or non-derived. Overall, the findings in the different experiments display the possibility of predicting transfer in L2 production based on L1 surface realisation patterns. Results are discussed in terms of traditional Generative Phonology, as well as Optimality and Exemplar Theories.
25
Carr, Adrienne L. "Examining the Effects of Media on Learners’ Mental Representations and Cognitive Processes in Science." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196106424.
Повний текст джерела
26
Taukobong, Tshegofatso Martha. "The visual literacy of Grade 10 Life Sciences learners in cytology." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65471.
Повний текст джерелаАнотація:
In Life Sciences Education, the use of educational external representations (ERs) such as diagrams, models and animations are increasingly appearing in learning and teaching resources. However, their effectiveness is limited if learners experience learning difficulties due to lack of visual literacy and spatial ability skills to work with ERs. The study explored the level of visual literacy of 225 Grade 10 Life Sciences learners in cytology across six secondary schools in Pretoria, Gauteng. It was theorised that ERs need to be integrated in the Life Sciences curricula to develop learners’ visual literacy and spatial ability skills. With this theory, the study aimed to explore the visual literacy of Grade 10 Life Sciences learners and the influence of gender and school location on the visual literacy and spatial ability skills of the learners. Through a quantitative research method a Life Sciences visual literacy questionnaire and a spatial ability test were used to collect data. Collected data was analysed descriptively and inferentially through Statistical Package Social Sciences Version 23. The results showed that most Grade 10 Life Sciences learners lack average visual literacy skills. Furthermore, the results showed that gender doesn’t play a role on the learners’ performance in visual literacy skills as both genders performed equally in both tests, On the other hand, the results showed that the location of the school (urban, rural or township) has an effect on the learners’ performance in visual literacy skills. Teachers need to incorporate different ERs that would stimulate different senses and which will also enhance learners’ visual literacy and spatial ability skills in their lessons. A conclusion and some recommendations for future research are given.Dissertation (MEd)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
MEd
Unrestricted
27
Varey, Sandra. "Voices in a knowledge conversation : an exploration of two narrative representations of adult literacy learners." Thesis, Lancaster University, 2013. http://eprints.lancs.ac.uk/64703/.
Повний текст джерелаАнотація:
As a result of policy changes in adult literacy education in England in recent years, political and public narratives about adult literacy learners have become dominated by the notion of skills deficit, demonstrating a disregard for adult learners’ lives and life experiences beyond employment and skills. At the same time, research in the field of adult literacy education continues to highlight the importance and complexities of adult learners’ lives and literacy practices. Informed by these ongoing debates in adult literacy, this doctoral research focuses on two different narrative representations of adult literacy learners: their biographical narratives, constructed from life history interview data; and their Skills for Life narrative, in the form of learners’ individual learning plan (ILP) paperwork. Using these two different narratives as sources of evidence, the study explores the identities constructed by and for the adults, along with the meanings assigned to literacy learning within each. Within each of the two narrative representations, participants are found to engage in an important epistemological conversation regarding knowledge, a conversation with two specific sides: objectified knowledge and local, embodied modes of knowing (Smith, 2005). This knowledge conversation influences participants’ perceptions of and membership within different discourse communities (Swales, 1990) throughout their lives. A focus on the use of the ILP within the Skills for Life discourse community suggests that increasing textualisation can both support and reinforce the objectified knowledge side of the conversation, while providing participants with opportunities to challenge this by emphasising the importance of local, embodied ways of knowing. This study combines a number of methodologies to develop an original approach to life history research, with an emphasis on participant voice. Adding to the growing body of research around textualisation, paperwork and audit culture, the thesis openly acknowledges issues around carrying out research in a low-trust environment, thereby contributing to this, often overlooked, aspect of research.
28
Barrientos, Contreras Fernanda. "Perceptual representations in Interlanguage Phonology : subcategorial learning in late-learners with a smaller vowel inventory." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/perceptual-representations-in-interlanguage-phonology-subcategorial-learning-in-latelearners-with-a-smaller-vowel-inventory(ff039de6-95b8-47ec-a23e-bb78cea7c549).html.
Повний текст джерелаАнотація:
In this thesis I explore the phonological nature of newly acquired perceptual representations by highly proficient late-learners of English whose L1 is Spanish, specifically in the case where two different L2 sounds are being initially mapped onto the same L1 category. I claim that these perceptual representations are not phonemic; rather, what these learners acquire are phonetic representations that can be discriminable under certain conditions in a manner similar to that of native speakers, but that are nevertheless identified as tokens of the same L1 category. Since speech perception is a categorisation process where the acoustic input is mapped onto the existing phonemic categories, then late-learners will use their L1 representations when perceiving acoustic input; and will therefore have no need to create new perceptual categories. An alternative hypothesis holds that late-learners can bootstrap new perceptual categories by means of UG access, which allows them to bypass the default categorisation process and notice the difference between their L1 categories and the actual L2 input, so that new perceptual categories can be created. This thesis focuses on the acquisition of the perceptual contrast between the open-mid back unrounded vowel /2/ and the low back unrounded vowel /A/, both of which are mapped onto the same L1 perceptual category /a/. Two experiments were conducted. Subjects were divided in three groups: one of native speakers (NS), a group of highly proficient nonnative speakers of English with Spanish as L1 (NNS-A), and a group of L1 Spanish speakers who were nonproficient in English (NNS-B). The experiments included identification, discrimination and rating tasks along synthesised /A - 2/ vowel continua (7-step and 5-step). The results showed that unlike the NS group, both groups of nonnative speakers categorised the tokens along the /2 - A/ continuum randomly when using L2-like labels; and showing a strong preference towards /a/ when using L1-like labels. Discrimination, on the other hand, differed according to the task: discrimination of adjacent tokens yielded similar results across the three groups, but nonadjacent tokens showed that the NNS-A group is more sensitive than the NNS-B group and less sensitive than the NS group. Finally, prototypicality ratings showed that while NS considered the endpoints of the continuum as good exemplars of the categories /A/ and /2/, both groups of nonnative speakers rated all tokens along the continuum as equally good instances of /a/. From these results I conclude that while late-learners of L2 English do not create new phonemic categories for /A/ and /2/, they are able to perceive a difference that nevertheless does not seem to be enough to create a category split. These findings have implications for a theory of learnability in SLA, since it suggests that latelearners have partial access to UG insofar as input alone leads to learning within the phonetic domain but not to creation of new phonemic categories.
29
Allred, Michael Kay. "Representations of New Technologies and Related Terminology in Textbooks for Learners of French and Spanish." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84160/.
Повний текст джерелаАнотація:
The purpose of the thesis is to look at the presentation of vocabulary related to new technologies in four French and four Spanish textbooks for first-year university students to examine the relevance of the language presented in terms of its authenticity to French and Spanish as it is used today. The focus is on authenticity to show the correlation between what is presented to students versus what they will need to communicate effectively in ways that are linguistically, socially, and sociopragmatically appropriate with native speakers. The thesis also provides teachers with a pedagogical framework that will help them integrate new technologies and their related vocabularies into curriculum when textbooks fail to do so.
30
Waswa, Anne, and Mitchelle Wambua. "Teaching and Learning of Mathematics in Sweden : Methods, Resources and Assessment in Mathematics." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45007.
Повний текст джерела
31
McDermott, Mark Andrew. "The impact of embedding multiple modes of representation on student construction of chemistry knowledge." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/253.
Повний текст джерелаАнотація:
This study was designed to examine the impact of embedding multiple modes of representing science information on student conceptual understanding in science. Multiple representations refer to utilizing charts, graphs, diagrams, and other types of representations to communicate scientific information. This study investigated the impact of encouraging students to embed or integrate the multiple modes with text in end of unit writing-to-learn activities. A quasi-experimental design in which four separate sites consisting of intact chemistry classes taught by a separate teacher at each site was utilized. At each site, approximately half of the classes were designated treatment classes and students in these classes participated in activities designed to encourage strategies to embed multiple modes with text in student writing. The control classes did not participate in these activities. All classes participated in identical end of unit writing tasks in which they were required to use at least one mode other than text, followed by identical end of unit assessments. This progression was then repeated for a second consecutive unit of study. Analysis of quantitative data indicated that in several cases, treatment classes significantly outperformed control classes both on measures of embeddedness in writing and on end of unit assessment measures. In addition, analysis at the level of individual students indicated significant positive correlations in many cases between measures of student embeddedness in writing and student performance on end of unit assessments. Three factors emerged as critical in increasing the chances for benefit for students from these types of activities. First, teacher the level of implementation and emphasis on the embeddedness lessons was linked to the possibility of conceptual benefit. Secondly, students participating in two consecutive lessons appeared to receive greater benefit, inferring a cumulative benefit. Finally, differential impact of the degree of embeddedness on student performance was noted based on student's level of science ability prior to the initiation of study procedures.
32
Kadhepa-Kandjengo, Selma Ndeyapo. "An exploration of leadership development in a learner representative structure in a secondary school, Oshana Region, Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62450.
Повний текст джерелаАнотація:
Before independence, Namibia inherited a system of Bantu education which was hierarchical, authoritarian and non-democratic. Upon independence, the educational sector went through numerous reforms which were meant to transform education and to make it more democratic, whereby all stakeholders can broadly participate. In spite of these reforms, leadership of schools has remained a hierarchical system, where a principal who, as an individual, runs the school without recognition of the potential leadership of others. Recent studies on leadership have called for shared leadership, whereby leadership is a practice, permeable to learner leaders and not associated with individuals. This research study aims to explore learner leadership development in the Learner Representative Council (LRC) structure at a secondary school in Namibia. The motivation of this research study was twofold - firstly, my personal interest in learner leadership was aroused by my teaching experience. The second reason was due to my realisation that the area was under-researched in Namibia, hence I wanted to fill the existing gap on learner leadership. The study critically engaged learners and teachers to help me get an understanding of learner leadership and the factors enabling learner leadership development. I also found that challenges which resulted in contradictions, hampered leadership development. The study took an interventionist approach and second generation Cultural Historical Activity Theory was used to surface tensions and contradictions affecting learner leadership development. Change Laboratory workshops enabled the expansive learning process with the 12 LRC members. Data was collected using semi-structured interviews, questionnaires, observation, document analysis and journaling. The study found that learner leadership was understood more in terms of traditional views of leadership, whereby a learner needed to possess certain qualities in order to lead. The findings further pointed out that the LRC members were mainly involved in managerial roles and not really leadership roles, as such, and they were not involved in decision-making at the school. Although provision for the LRC body is made in an Educational Act, historical and cultural forces account for teachers’ reluctance to support the LRC members, as well as for silence of learner voice. I hope that findings from this research study strengthen learner leadership structures in schools and contribute to the creation of knowledge on learner leadership in Namibia.
33
Varshney, Rachel. "Learner representations of L1 strategic use in the foreign language classroom : a comparative study of Australian and French students /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18880.pdf.
Повний текст джерела
34
Contreras, Diana Linn. "An analysis of the representational pattterns of English language learners receiving special education services in school districts in South Texas." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5877.
Повний текст джерелаАнотація:
This study examined the representational patterns of English language learners
receiving special education services in school districts in South Texas. Additionally, this
study identified school district characteristics that were related to the probability that an
English language learner might be placed in special education programs. Data were
collected from the Texas Education Agency'ÃÂÃÂs Performance-Based Monitoring Analysis
System 2004-2005 and Academic Excellence Indicator System for the 2003-2004 school
year. Composition indices, risk indices, and relative risk ratios were calculated and
reported for each of the school districts in Education Service Centers I (Edinburg), II
(Corpus Christi), and XX (San Antonio) in the State of Texas (N=110). Pearson product-moment
correlation coefficients were calculated to determine the direction and strength
of the relationship among odds ratios and school district characteristics. These
characteristics included total student enrollment, percentage of poor/underserved
students, percentage of Latino students, percentage of English language learners, percentage of Latino teachers, and percentage of students in bilingual/English as a
second language programs.
Results indicated that English language learners in school districts in South
Texas were more than twice as likely as their non-English language learner counterparts
to receive special education services. Additionally, inverse relationships were
documented for odds ratios equal to or greater than 2.00 and the school district
characteristics of percentage of poor/underserved students, percentage of Latino students,
percentage of English language learners, percentage of Latino teachers, and percentage
of students in bilingual/English as a second language programs. It was concluded that
there was an overrepresentation of English language learners receiving special education
services in 77% (N=85) of the school districts in South Texas.
35
Mazibe, Ernest Nkosingiphile. "The relationship between teachers' pedagogical content knowledge about electrostatics and learners' performance." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80475.
Повний текст джерелаАнотація:
This study investigated the relationship between teachers' pedagogical content knowledge (PCK) about electrostatics and learners' performance in the topic. Two in-service and two pre-service physical science teachers, together with their learners, agreed to participate in the study. The PCK of the teachers was viewed as two manifestations; the personal PCK, which is static in nature and the enacted PCK, which is dynamic. A content representation (CoRe) tool and lesson plans were used to collect data that reflected the personal PCK of the teachers. The data for the enacted PCK was collected using classroom observations, and video stimulated recall (VSR) interviews. A topic specific PCK model was adopted as the framework for this study. The model asserts that specific content is transformed for instruction through five components, namely; learners' prior knowledge, curricular saliency, what is difficult to teach, representations including analogies, and conceptual teaching strategies. Guided by the model, I developed two rubrics to assess and quantify the quality of the teachers' personal and enacted PCK on a four-point scale. Learners, on the other hand, wrote a test developed specifically for this study which explored their performance in the fundamental concepts chosen for this study. The performance of the learners was then related to the personal and the enacted PCK of the teachers separately.
The results revealed that the personal and the enacted PCK of the teachers, as well as the performance of the learners, varied across fundamental concepts of electrostatics. The variations in the personal and enacted PCK provided empirical evidence that supports the notion that PCK has a concept specific nature. The results also showed that the performance of the learners was better related to the enacted PCK of the teachers compared to the personal PCK. These results imply that it is important to make teaching practice the centre of pre-service teacher education given the direct impact of enacted PCK on learning. Furthermore, exploring PCK at concept level reveals the strengths and weaknesses of the concepts. As such, pre-service teacher education and in-service teacher professional development may be tailored in a manner that addresses the concepts that require intervention.Thesis (PhD)--University of Pretoria, 2020.
Science, Mathematics and Technology Education
PhD
Unrestricted
36
Rolens, Da Silva. "Leadership development within a Learner Representative Council (LRC) in a rural secondary school in the Oshana region, Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62808.
Повний текст джерелаАнотація:
The Namibian Education Act (Namibia. Education Act No. 16 of 2001) mandates state secondary school learners to be included in school leadership through a body of learners known as the Learner Representative Council (LRC). The few studies carried out on the LRC in schools reveal that very little has been achieved in terms of learner leadership development. This study explored and provided insight into possible reasons for this, and recommendations. The research questions driving the study were: How is learner leadership currently understood and practised in the school? What are the enabling and constraining factors in the school as far as learner leadership development is concerned? And what can be done to promote learner leadership development? This study is an interpretive case study of learner leadership in the LRC in a Namibian state secondary school in the Oshana region. The conceptual framework used was distributed leadership. The Cultural Historical Activity Theory (CHAT) was used as an analytical tool. The research participants were the LRC members, school principal, Heads of Departments representing the school management members, the School Board Chairperson representing parents and the LRC liaison teacher and were all purposively selected. Data was collected through document analysis, open-ended questionnaires, interviews and non-participant observation. Data analysis took the form of inductively – identifying themes emerged from the data and deductively – using CHAT to surface the systemic contradictions within the learners’ activity system. The data revealed that learner leadership was mostly understood from a management perspective and equated with the formal authority of the LRC in the school. The data further revealed that the LRC performed more leadership roles stretched from inside the classroom, outside the classroom, on the School Board and outside the school. To capture this complexity, I developed a model which may prove useful for future studies of learner leadership. The data also indicated that much support was offered to the LRC members in the school; for example, support from the LRC liaison teacher, the School Management Team and generally from the school, through LRC leadership training. Using CHAT, the findings revealed that the historical context and cultural conventions contradicted the LRC leadership development in the school. In line with a distributed leadership theory, the study recommends that learner leadership should not be limited by position and authority but should be exercised by all learners, through the development and establishment of learner leader clubs in the school. The study also recommends that schools should embark on change initiatives which challenge their traditionally held beliefs and attitudes.
37
Vinha, Maria Hilrani Gondim Lima. "Learners' perspectives of identity and difference : a narrative study on visual and verbal representation of self and other." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/192459/.
Повний текст джерелаАнотація:
This thesis discusses children‘s perceptions of self and others in the context of the inclusion debate, including debates about the conceptualisation of disability from the medical/individual and social models. The chosen media to investigate children‘s perceptions are their visual and verbal representation of differences. Therefore, this investigation is concerned with the verbal and non-verbal aspects of communication, including an interest in finding spontaneously emerging metaphors. Linked to this concern with the representation of self and other in relation to differences and sense of belonging through visual and verbal activities, activities were designed to encourage the participants - young people with and without learning difficulties in more and less inclusive settings - to tell their stories using both forms of expression, following the principles of open-interview. The study is founded on notions of narrative as a means of interpreting the world and making sense of the lives of others. Therefore, the methods of inquiry are connected with narrative inquiry and auto/biographic research to some extent. Here the (life) stories are told not only in narrative form, but also in image-based representation of people, events, and meanings. An autobiographical thread is also developed alongside the presentation of the study and the process of producing it. Pursuing an agenda for social justice this research is intended to capture the participants‘ perceptions as a means to listen to their voices and ultimately to ‗turn up the volume‘ (Clough and Barton, 1998, p.129) of their voices, in the form of stories as a means of exploring ways to make the findings accessible beyond academia. The findings, that children were capable of expressing their perceptions both verbally and visually and that they visually portrayed differences between able/disabled people that they did not explicitly verbally express, contribute to methodological knowledge as well as the field of inclusive education and disability studies.
38
Diego, Jonathan P. San. "The effect on learners' strategies of varying computer-based representations : evidence from gazes, actions, utterances and sketches." Thesis, Open University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505441.
Повний текст джерелаАнотація:
Computer-based Multiple External Representations (MERs) have been found in some cases to help and in others to hinder the learning process. This thesis examines how varying the external representations that are presented in a computer environment influences the strategies that learners choose when tackling mathematics tasks. It has been noted (Ainsworth, 2006) that learners fail to transfer insights from one representation to another. Previous work analysing video data of learners' problem-solving with computerbased MERs emphasises the need to identify which representation is being considered by a learner as utterances are made, and to examine more closely learners' movement between representations. This research focuses on the relationship between strategy and representation during learners' problem solving. A set of analytical techniques was developed to characterise learner strategies, to identify how different computer-based MERs influence strategy choices, and to explore how these choices change over the course of task completion. Rich data were collected using a variety of technologies: learners' shifts in attention were recorded using an unobtrusive eye-tracking device and screen capture software; keyboard and mouse actions were logged automatically; utterances and gestures were video recorded; notes and sketches were recorded in real-time using a Tablet PC. This research suggests how integrated analysis of learners' gazes, actions, writing, sketches and utterances can better illuminate subtle cognitive. strategies. The study involved completion of three tasks by eighteen participants using multiple mathematical representations (numbers, graphs and algebra) presented in different computer-based 'instantiations': Static (non-moving, non-changing, non-Interactive); Dynamic (capable of animation following keyboard inputs); Interactive (directly manipulable using a mouse). Having computer-based MERs available to learners provides an opportunity to use representations with which they are comfortable. A detailed analysis showed that both representation and instantiation have an impact on strategy choice. It identified differences in expression of inferences, construction of visual images, and attention to representations between different types of instantiation. One of the important findings of the research is that learners are less likely to use imagining strategies when representational instantiation is Interactive. These results may provide some explanation . of how interactivity helps or hinders learners' understanding of multiple representations.
39
Fulmore, Yvonne. "United States (US) Adult Teachers' and Learners' Perspectives on Representations in Video Games Used in the Classroom." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/409713.
Повний текст джерелаАнотація:
Media & CommunicationPh.D.
Researchers have explored representations in traditional video games, yet have not significantly investigated the representations in video games used in classroom contexts. Moreover, socially marginalized group members’ perspectives are rarely centered in academic research. This dissertation examined representations of people, ideas, and stories in video games for classroom use, focusing on how 16 self-identified US Black women who were teachers, learners, or both have perceived and encountered them. Furthermore, it drew from cultural studies traditions, which encompass theories that provide the language and space for seeing the world as diverse and nuanced, such as social constructionism, intersectionality, and experience. Data were gathered through using three qualitative methods: content analysis, three individual interviews per participant, and a questionnaire. A theme was recognized when four or more participants referenced a mutual idea. The results of the first research question on in-game representations of race, social class, and gender showed that these constructs were represented through human characters, anthropomorphic characters, or avatar creation options for users. Each game’s overarching structure influenced how it approached representation, with longer games and those designed to be played multiple times having more frequent opportunities to demonstrate character building and convey complex representations. Many games also centered the socially privileged via their representations of people, avatar options, ideas, and stories. Social class was often represented through in-game purchases, possessions, hobbies, and settings. Users often needed to actively create or implement diverse representations in classrooms. The second research question, which addressed participants’ conceptualizations of ideal representations in games for classroom use, showed that overall, participants wanted to see games featuring character, narrative, and ideological diversity across many socially constructed categories, including race, gender, social class, ability, sexual orientation, religion, and age, although they did not all agree on how to approach such representations. They wanted games to be relatable to all audiences while also being sensitive to those who were affected by not being represented. Content-wise, they wanted to see representations that engaged multiple senses and included fantasy elements and opportunities for users to express their creativity. Most participants reported that they would not want games to represent violence, and several participants did not want them to include stereotypes, social -isms, or racial jokes. The third research question’s results showed that the relationship between participants’ perspectives on ideal representations, their experiences, and their individual-centered characteristics—which comprised role descriptors, social constructs, and personality traits—was highly contextual. Participants who self-identified using the same terms, or underwent similar experiences, did not consequently share the same views. Rather, participants’ thoughts on representation were specific to the intersections of their individual-centered characteristics and experiences. In conclusion, this study underscores that it is important to privilege complexity and diversity when examining texts and audiences. It demonstrates how academic research can center members of socially and culturally marginalized groups while preventing myths of group sameness from obscuring individuals’ perspectives. Representations in games for classroom use would benefit from teachers, media practitioners, and researchers acknowledging the diversity of classroom audiences while addressing traditional learning objectives.
Temple University--Theses
40
Amadhila, Linda. "A formative intervention for developing Learner Representative Council (LRC) voice and leadership in a newly established school in Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61744.
Повний текст джерелаАнотація:
In Namibian schools, learner voice and leadership are being promoted through the policy document entitled the Education Act 16 of2001 which provides an opportunity to establish Learner Representative Councils (LRCs) in secondary schools. However, recent studies have found that this body of learner leaders do not function all that effectively and sometimes exist for the sake of adhering to the policy. This prompted me to conduct an activity theoretical interventionist case- study within the critical paradigm, to develop LRC voice and leadership in a newly established Namibian school. Framed by Cultural Historical Activity Theory, the study was divided into two phases to answer the over-arching question: How can LRC voice and leadership be developed in a school? Phase one was largely interpretive, the contextual profiling phase, where document analysis, individual interviews, questionnaires and observations were used to generate data to answer the following research sub-questions: How is learner leadership understood in the school? What leadership development opportunities for the LRC currently exist in the school? What underlying factors constrain the development of LRC voice and leadership in the newly established school? Phase two of the study was the expansive learning phase, which consisted of three intervention workshops. The Change Laboratory method and a focus group interview were used to generate data in response to the last research sub-question: In what ways can LRC participation in a Change Laboratory process contribute to their leadership development? Data generated were inductively and deductively analysed, using the activity theoretical principles of contradictions and double stimulation. Data revealed that learner leadership was largely understood as managerial roles carried out by the LRC in the school. Unlike many schools in Namibia, this case-study school offered numerous leadership development opportunities for the LRC. The community networking events such as: School Exchange Programmes, Town Council breakfast and Junior Regional Council, were opportunities offered to the LRC to solicit information, exchange ideas and discuss matters of common interest with the LRCs of the fully established schools. However, there were a number of challenges that constrained LRC voice and leadership development, the major one being the fact that this was a newly established school. Of significance was that LRC participation in the Change Laboratory process contributed positively to the development of voice and leadership in learners. During this Change Laboratory process, the LRC developed a new artefact - the vision and mission statement of the school - this signified that the learners expansively transformed the object of their activity. Recommendations emerging out of the study included that the School Management Team see the ‘newly established’ status of the school as an opportunity for development, rather than a limitation, and therefore invite the LRC to participate in the different leadership practices as the school becomes established. A significant recommendation for school leadership research is to use the third generation of CHAT to expand the unit of analysis, in order to understand the leadership relations and power dynamics between multiple activity systems in schools as complex organisations.
41
Ritzhaupt, Albert Dieter. "Effects of Time-Compressed Audio and Adjunct Images on Learner Recall, Recognition, and Satisfaction." Scholar Commons, 2007. https://scholarcommons.usf.edu/etd/477.
Повний текст джерелаАнотація:
The purpose of this study was to investigate the effect of time-compressed narration and representational adjunct images on undergraduate college students' 1) ability to recall and recognize information in a multimedia learning environment, and 2) overall satisfaction with this type of learning environment. The goals of this research were to shed light on time-compression technology incorporated into multimedia learning environments, help fill the existing gap in the research literature by merging two disjoint bodies of research, and aid instructors and instructional designers to better understand time-compression technology while creating rigorous multimedia materials.
This research was guided by the underlying principles of multimedia learning. The experiment was a 4 Audio Speeds (1.0 = normal vs. 1.5 = moderate vs. 2.0 = fast vs. 2.5 = fastest rate) x Adjunct Image (Image Present vs. Image Absent) factorial design. Audio speed and adjunct image both served as between subject conditions. Cued-recall, content recognition and learner satisfaction served as the dependent measures. Multimedia interventions were developed to execute this design.
A total of 305 research participants were recruited from a public, southeastern university in the United States in this study. Fifty-five percent of the participants were male and 92% indicated that English was their primary language. Forty-nine percent of the participants were junior classification, 4% were freshman, 19% were sophomore, 26% were seniors, with the remaining indicating other. The median age of the participants was 22, and ranges in age from 18 to 53 years old.
Data were analyzed using a series of factorial Analysis of Variance (ANOVA) procedures. Results showed statistically significant differences at 2.5 times the normal audio speed, in which performance on cued-recall and content recognition tasks was significantly lower than other audio speeds. Furthermore, representational adjunct images had a significant positive effect on cued-recall, but not content recognition. Participants in the normal audio speed and picture present groups were significantly more satisfied than other treatments. Recommendations for future research are provided as well as advice for instructors, instructional designers and learners interested in time-compression technology.
42
Strydom, Monica Petro. "Leadership development in a Representative Council of Learners (RCL) in a secondary school in the Eastern Cape." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/43054.
Повний текст джерелаАнотація:
The purpose of this study was to answer two main research questions: How is leadership promoted on a Representative Council of Learners (RCL) and What leadership roles do learners on the council play in schools? Recent research suggests that although the democratisation of school governance has given all stakeholders a voice in how schools are being governed, it seems that learner voice is still largely silenced. Literature on this issue paints an uninspiring picture of learner under-involvement and marginalisation. In seeking underlying causes for this, this study is informed by notions of leadership for social justice. The study investigated the RCL at a public, fee-paying school in the Makana district of the Eastern Cape. By observing the daily functioning of the council, engaging with the learner leaders as well as teachers, parents and other role players, I developed a better understanding of the challenges the RCL faced as well as factors which promoted their role as learner leaders. This aided in answering the first key research question of how the RCL promotes leadership development. To answer the second key question, I needed to consider the perceptions of stakeholders concerned and how they saw the operation of the RCL. This study is situated in the interpretive research tradition and uses critical realism as its under-labourer. To support this study and to answer some of the aims of this research, Leontiev’s second generation Cultural Historical Activity Theory was used. Data were collected through semi-structured interviews, questionnaires an observation and document analysis. Data analysis took the form of identifying themes which emerged from the data. These formed the basis of my discussion and I was thus able to address the main research questions. Data revealed that learner leaders in schools are mainly managers and not really leaders; that learners are still very much marginalised as leaders and that they subsequently do not have a lot of say when it comes to how their schools are governed. It further emerged that despite formal legislation and guidelines which are in place to allow for the democratic rights of learners’ opinions to be heard in schools, historical and cultural forces account for parents and other role players’reluctance to allow learners to have too much of a say. I trust that the findings from this research will strengthen learner leadership structures in schools and perhaps provide guidelines on how learner leadership could be developed and managed.
43
Scott-Wilson, Rina. "An analysis of learning characteristics, processes, and representations in mathematical modelling of middle school learners with special educational needs." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96130.
Повний текст джерелаАнотація:
Thesis (PhD)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The special needs community is in the midst of a philosophical and physical shift from a segregated system to an integrated system, not only in placement, but more importantly, in terms of learning and affording learners with special needs access to mainstream curricular materials. Mathematical modelling, or challenging mathematics problems solved in small groups, is part of the Australian mainstream curriculum. The purpose of the study was to investigate the way special needs learners learn mathematics from a modelling learning environment. To do this, it was necessary to identify the critical characteristics of the best practice in teaching and learning for learners with special needs, and the critical features of modelling. One theory of learning that has the capacity to promote special needs learners' interaction with mathematical modelling is Feuerstein’s theory of Structural Cognitive Modifiability. A hypothetical learning trajectory was designed for special needs learners at middle school according to general design principles from theory, which was adapted to the learning characteristics of the class. The learning environment comprised of three challenging modelling tasks, together with recommended implementation and support conditions in the classroom. Specifically, the research sought to investigate the ways in which special needs educators can support the higher reasoning processes of special needs students during modelling through design in general, and through mediation specific to each learner. The research took the form of a qualitative study, combining the phases of design-based research with a multiple case study approach. Three cases were analysed in depth. Empirical data were collected through a range of qualitative methods, which included data from student files, field observations, video and audio recordings, focus group interviews with students, and the input of various collaborators across the different phases of planning, design, implementation, and revision. Data were coded and analysed inductively according to emerging patterns and themes. Findings suggest that the use of modelling was successful when implemented with certain characteristics defined in the literature, and that it enabled learners to learn mathematics and also to develop additional outcomes such as social skills and language. During this study, learners' higher-order reasoning was supported through dynamic assessment and subsequent mediation.
AFRIKAANSE OPSOMMING: Die onderwysgemeenskap vir leerders met spesiale behoeftes bevind hulle in die middel van filosofiese en fisiese verskuiwings van 'n geskeide sisteem na 'n geïntegreerde sisteem. Dit omvat die plasing van leerders, maar meer belangrik ook die bemoontliking van toegang van hierdie leerders tot hoofstroom kurrikulêre materiale. Wiskundige modellering, en uitdagende wiskundeprobleme wat deur leerders in klein groepies opgelos word, is deel van die Australiese hoofstroomkurrikulum. Die doel van die studie was om die wyse te ondersoek waarvolgens leerders met spesiale behoeftes wiskunde in 'n modelleringsomgewing leer. Dit is gedoen deur die belangrike kenmerke van beste praktyk vir onderrig en leer in spesiale onderwys, asook die kritiese kenmerke van modellering, te vind. Een leerteorie wat die interaksie van leerders met spesiale behoeftes met wiskunde bevorder, is Feuerstein se teorie van Strukturele Kognitiewe Modifieerbaarheid. 'n Hipotetiese leertrajek was ontwerp vir leerders met spesiale behoeftes op middelskoolvlak. Empiriese data is deur 'n reeks kwalitatiewe aksies: data van studentelêers, veldwaar-nemings, video en klankopnames, fokusgroeponderhoude met studente, asook die insette van verskeie medewerkers oor die verskillende fases van beplanning, ontwerp, implementering en hersiening gegenereer. Die spesifieke leerkenmerke van hierdie leerders volgens algemeen-teoretiese en lokaalgekontekstualiseerde ontwerpbeginsels is nagekom. Die leertrajek het bestaan uit drie uitdagende modelleringsprobleme met aanbevole implementering en ondersteuningsriglyne in die klaskamer. Die navorsing het spesifiek gesoek na wyses waarop hierdie leerders se hoër beredeneringsvaardighede deur hul onderwysers, volgens elkeen se eie behoefte gedurende modellering, deur ontwerp in die algemeen en mediasie in die besonder, ondersteun kan word. Die navorsing, 'n kwalitatiewe studie, was gekombineer met fases van ontwikkelingsgebaseerde ontwerp wat uitgespeel het in 'n veelvuldige gevallestudiebenadering. Drie gevalle is in diepte ondersoek. Data was induktief gekodeer en geanaliseer volgens ontluikende patrone en temas. Bevindinge wys uit dat die gebruik van modellering suksesvol was wanneer die implementering volgens spesifieke kenmerke in die literatuur was. Dit het leerders instaat gestel om wiskunde te leer asook om addisionele uitkomste soos sosiale vaardighede en taal te ontwikkel. In hierdie studie is hoër-orde denke ondersteun deur dinamiese assessering en voortspruitende mediasie.
44
John, Beatrice [Verfasser], and Daniel J. [Akademischer Betreuer] Lang. "Representations in sustainability science : tools to analyze, envision, engage and learn / Beatrice John ; Betreuer: Daniel J. Lang." Lüneburg : Universitätsbibliothek der Leuphana Universität Lüneburg, 2019. http://d-nb.info/1202604870/34.
Повний текст джерела
45
Fasulo, Serena <1978>. "The right to knowledge and the duty to learn: social representations of the right to higher education." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2010. http://amsdottorato.unibo.it/2361/.
Повний текст джерела
46
Ubillo, Díaz Valentina. "Social representations underlying the motivation to learn English in students of public vocational technical and private schools." Tesis, Universidad de Chile, 2017. http://repositorio.uchile.cl/handle/2250/143263.
Повний текст джерелаАнотація:
Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura InglesaMotivation in language learning has been a topic of great relevance in the last decades, since it has been established as the reason why a person would invest in learning a language and success in doing so (Ushioda & Dörnyei, 2012; Dörnyei, 2014). More recently, studies have devoted themselves to inquire the effect that socioeconomic factors have on language learning motivation (Gayton, 2010; Kormos & Kiddle, 2013). Nevertheless, they have failed to provide a thorough insight on the underlying socio-psychological phenomena that lead to such relationship. Under the scope of Linguistic Anthropology and its approach to language as a contextually and culturally embedded phenomenon, this study draws on Social Representation (Moscovici, 1979) and L2 Motivational Self System Theory (Dörnyei 2005; 2009) to determine the ideologies and social representations that trigger two socio-economically different groups of students’ motivation to learn English. In order to do so, data were qualitatively collected through focus groups among students from public vocational-technical schools and students from private schools, followed by personal semi-structured interviews. Results showed how motivation to learn English is highly determined by a social representation based on its aspirational aspect; in the case of middle-low status students such representation implies upward mobility towards a higher socioeconomic status in Chile, whereas for high status students the aspiration implies living abroad. In addition, an idealization of the Anglo-American culture and language is identified. Therefore, implications for a more realistic approach towards English as a Foreign Language are discussed.
47
John, Beatrice Verfasser], and Daniel J. [Akademischer Betreuer] [Lang. "Representations in sustainability science : tools to analyze, envision, engage and learn / Beatrice John ; Betreuer: Daniel J. Lang." Lüneburg : Universitätsbibliothek der Leuphana Universität Lüneburg, 2019. http://d-nb.info/1202604870/34.
Повний текст джерела
48
Lerma, Leah J. "An investigation of the representation of middle school English language learners (ELLs) in special education programs in a large urban school district." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4785.
Повний текст джерелаАнотація:
The disproportionate representation of ethnically and racially diverse students in special education has been an enduring problem in education for the past four decades. However, most of the research on disproportionality has focused on the ethnic/racial variable; the body of research focusing on the linguistic variable is still slim in comparison. As linguistic diversity in the United States continues to rise, teachers will continue to be challenged to meet the needs of the English Language Learners in their classrooms. However, many teachers feel unprepared to deal with this diversity and have difficulty discriminating whether a student's poor performance is due to linguistic or cognitive factors. Consequently, many English Language Learners are misidentified and misplaced in special education programs. The purpose of this study was to analyze the representation of English Language Learners in special education high incidence disability categories in a large, urban school district in Florida. Cross-tabulations and chi-square statistics were used to analyze the distribution of special education students by ethnicity/race, home language, ESOL status, and English proficiency level; risk ratio and relative risk ratio statistics were used to determine whether the district's English Language Learners showed under, equal, or over-representation in special education high incidence disability categories. The results indicated that English Language Learners were at the greatest risk for being identified as Specific Learning Disabled when compared to the other disability categories, and English Language Learners with intermediate English proficiency levels were at a higher risk for being identified and placed in special education high incidence disability categories when compared to beginning and advanced level English Language Learners.ID: 030646187; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 93-99).
Ed.D.
Doctorate
Education and Human Performance
Education
49
Joorst, Jerome Paul. "The nature of the representative council of Learner (RCL) members' participation on the school governing bodies of two primary schools in the Western Cape." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4757_1256304733.
Повний текст джерелаАнотація:
This study is based on an investigation into the way RCL members participate in the deliberation of their School Governing Bodies. The study was conducted in two primary schools in the Western Cape town of Vredenburg. The research participants were members of the Representative Council of Learners from these schools. Focus group discussions as well as in depth interviews were used to explore the RCL members' views on the nature of their participation during SGB deliberations. the main fining of this study is that, due to external as well as in-school factors, a huge gap exists between normative RCL policy exp[ectations and the actual manifestation policy in the real world of the RCL members' schools. the findings of the study reveal a lack of participative capacities among these RCL members, which, in combination with a non participative culture at their homes, the community and the school, leads to learners being excluded from democratic processes.
50
Carr, Ivan Alfred. "From policy to praxis: a study of the implementation of representative councils of learners in the Western Cape, from 1997-2003." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Повний текст джерелаАнотація:
This thesis traces the evolution of learner participation in school governance in South Africa, identifies international trends in school governance, particularly learner participation, and then analyses the progress made in South Africa in moving from policy to praxis in this regard. I have discussed the contextual forces that have influenced the production of the policy text on learner participation in the South African Schools Act. This is followed by an analysis of how the policy text has been interpreted and implemented at provincial level in the Western Cape, taking provincial legislation, regulations, circulars, and the capacity building programme that was implemented into consideration. I also look at how the whole process was experienced at institutional (school) level, and how the policy was interpreted and implemented. I also evaluate the phenomenon of learner participation in school governance in terms of promoting the principles of transformation, placing particular emphasis on the promotion of democratic practices in South Africa.In conclusion I contend that the present policy of learner participation in school governance does reflect the resolve of the National Government to promote the principle of participation by all stakeholders in matters affecting them. However, the study has shown that the implementation of the policy at provincial and institutional level has not been as effective as it might have been and has hampered the development of praxis in learner participation. This has hindered learners from making meaningful contributions towards the attainment of the goals as set out in the constitution. Furthermore, present rumblings of curtailing the powers of the school governing bodies because of limited progress in attaining the above goals seem to be a retrogressive step. I strongly contend that given the support, training and encouragement as set out in Article 19(2) of SASA, learner participation in school governance can make a positive contribution towards attaining the goals of transformation in our country, particularly of advancing democratic practices in our society.