Дисертації з теми "Learning – Study and teaching (Elementary)"
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Singley, Vickie. "Teaching multiplication and division to learning disabled children." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/169.
Повний текст джерелаMcBryde, Joan Horton. "Assisting the learning disabled through the use of math manipulatives." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/670.
Повний текст джерелаWaddell, Elizabeth Lynn. "Teaching and learning in the school garden." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2085.
Повний текст джерелаCallahan, Philip. "Learning and development of probability concepts: Effects of computer-assisted instruction and diagnosis." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184873.
Повний текст джерелаBarfurth, Marion A. "The collaborative process as seen through children's disagreements while learning science." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28674.
Повний текст джерелаScott-Toux, Deborah. "Constructivist model for career internships: Integrating contextual learning and critical thinking." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2014.
Повний текст джерелаMetelerkamp, Roger Gregory. "The importance's of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013169.
Повний текст джерелаYeung, Kam-sun. "A case study of teachers' concerns and use of information technology for teaching and learning." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23568835.
Повний текст джерелаZack, Vicki. "Dyadic interaction in an elementary school computer lab classroom, and the learning of Logo geometry concepts." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75899.
Повний текст джерелаThe findings revealed that all but one of the dyadic (and triadic) partnerships were collaborative and symmetrical: the children took turns giving information and explanation. At times the information was incorrect. The number of explanations given was very small. A range of peer teaching skills was in evidence. There was no correspondence found between the rate of use of higher level strategies (which included talk supported by reasons), and the child's general Logo achievement. However, the verbal strategies used during disagreements did reveal the children's modes of working and thinking. Seven of the ten children worked in an algorithmic way; the other three seemed to understand what they were doing when they worked with angular rotations. The study was able to report on aspects concerning the children's understanding of angular rotation in the early stages of Logo learning, as well as on the sociocognitive aspect concerning the effects that children working together can have upon their learning of Logo geometry concepts.
Mntunjani, Lindiwe. "The use of mathematical resources to teach number concepts in the foundation phase." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2494.
Повний текст джерелаThe poor performance of learners in mathematics has long been a matter of concern in South Africa. One certain fact from the Annual National Assessment (ANA) results is that the problem starts in the Foundation Phase (FP) with number concepts. The aim of this study was to explore how five Foundation Phase teachers located in challenging socio-economic school contexts in the Western Cape used mathematical resources to promote teaching for understanding of the important number concept area in CAPS. These resources included humans, materials, culture and time. The research was located within the interpretive qualitative research paradigm and used a case study approach. The participants in the study included five FP teachers teaching Grades 1 to 3 at two schools in the Western Cape. Data was collected through lesson plan analysis, lesson observations and semi-structured interviews. The data collected was then analysed through the lens of Vygotsky’s socio-cultural theory. Socio-cultural theory maintains that knowledge is best acquired if it is mediated by language, more knowledgeable others and physical tools. Vygotsky believed that knowledge is first acquired interpersonally, then intrapersonally, as learners first learn from others, then internalise or individualise knowledge while going through the four stages of the Zone of Proximal Development (ZPD). The findings of this study revealed that teaching for understanding was often compromised by teaching to enable learners to pass assessments. Teachers understood the importance of using resources to teach number concepts in the Foundation Phase, but inclined to rote teaching with work drills in preparation for assessments such as the Annual National Assessment (ANA) and the systemic assessment. Resources were often used when learners struggled to understand concepts and as calculation tools. This study supports the view from the literature that the way in which resources are used affects the teaching and learning of number concepts. It recommends that teachers should read and follow the CAPS mathematics document, as it clearly states what resources to use and how. This study further recommends that more research on the use of resources to teach mathematics in other content areas should be done.
Jacobs, Christopher Colin. "Teaching and assessing aspects of the technology learning area." Thesis, Cape Peninsula University of Technology, 2005. http://hdl.handle.net/20.500.11838/1929.
Повний текст джерелаWith the introduction of Outcomes Based Education (OBE), Technology became a new learning area which is compulsory in the General Education and Training band. Technology Education was not offered as a teaching subject in teacher education institutions and as a consequence most teachers received little or no training in technology education. The approach to the teaching of Technology, with its demands, could pose challenges or problems to teachers who did not receive adequate training in Technology Education. The purpose of this research is to investigate the manner in which technology teachers plan, teach and assess the technological process and the way the learners experience the teaching and assessment of the technological process. The main objective of the study is to enhance classroom practice by highlighting the challenges that face teachers and learners and by offering guidelines for teaching and assessing the technological process
Hughes, Patricia Ann. "A study to assess the achievement of established learning objectives of the mathematics program of a small midwestern elementary school." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/506640.
Повний текст джерелаNg, Mei-lee, and 吳美莉. "Teaching and learning of English in Hong Kong kindergartens: patterns and practices." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47231385.
Повний текст джерелаpublished_or_final_version
Education
Doctoral
Doctor of Philosophy
Kotze, Tanja. "Teaching and learning strategies to support isiXhosa learners who receive education in a second/third language." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2373.
Повний текст джерелаThis research study was aimed at exploring and describing the teaching and learning strategies for language support to isiXhosa speaking learners in Grade One. There are a number of challenges related to teaching in a multi-linguistic classroom. This study highlights some of the current challenges experienced in the Metro East Education District of the Western Cape. In an attempt to resolve these problems, guidelines were given for effective dissemination strategies to support second/third language speaking learners. A gap in the literature on descriptions of current support provided to learners within the theoretical framework of the ecological systems theory was identified. This research therefore intends to fill this gap in the literature. Support to IsiXhosa learners who receive education in a second/third language in the South African context is especially unclear. A qualitative research approach supported by the exploratory, descriptive and contextual research designs was employed. The sample was selected from Grade One teachers from schools in different socio-economic areas in the Western Cape who provided education to IsiXhosa learners who receive education in a second/third language. Data was collected through semi-structured interviews. The findings provide a clear description of the challenges experienced by the learner and the teacher, current strategies that are employed by teachers, as well as resources and support utilised by teachers. Conclusions were made in terms of the ecological systems theory. Based on the findings, a number of recommendations were made regarding teaching and learning strategies for language support to Grade One IsiXhosa learners who receive education in a second/third language.
李偉柏 and Wai-pak Li. "Learning algebra with computer-assisted learning program in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256399.
Повний текст джерелаZaram, Gyang Nyam. "An experimental study of self-regulated learning with mathematically gifted pupils in Nigerian primary schools." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13381.
Повний текст джерелаFanning, Ashley. "Learning Through Nature: A Study of a Next Generation Science Standards Based Teacher Workshop that Blends Outdoor Learning Experiences with Formal Science." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2731.
Повний текст джерелаKojima, Makiko. "Promoting listening strategies use in elementary English as a foreign language computer-assisted learning environment." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1904.
Повний текст джерелаYen, Alvin Charles. "The intelligences of creative English-as-a-foreign-language learning." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2737.
Повний текст джерела林少霞 and Siu-ha Lam. "A study of the learning of the structure of composition of Chinese characters in primary 1 pupils =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30213332.
Повний текст джерелаKilpatrick, Jennifer Lynn. "Using guided imagery as an instructional strategy for developing creativity, Learning and relaxation with first grade students." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2031.
Повний текст джерелаMaqwelane, Nonkoliso Sheila. "An exploratory case study of a Foundation Phase learning program to examine how curriculum contextualisation contributes to environmental learning and relevance." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1006041.
Повний текст джерелаMambinja, Sindiswa. "School grounds as a place for environmental learning in the life skills learning programme." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003642.
Повний текст джерелаCheng, Mei-lin, and 鄭美蓮. "The effect of teacher questioning and the "questioning-exploration-experience" learning method on early scientific thinking." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47055431.
Повний текст джерелаpublished_or_final_version
Education
Doctoral
Doctor of Education
Vargas, Dolores Judy. "Fluency and comprehension process for English language learners." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3340.
Повний текст джерелаLachman, Judy. "A study of mainstreaming in the elementary school." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/154.
Повний текст джерелаRoberts, Jennifer M. "A mixed methods study of secondary distance-learning students: Exploring learning styles." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/672.
Повний текст джерелаSo, Wing-mui Winnie, and 蘇詠梅. "A longitudinal investigation of Hong Kong primary school teachers' thinking about science teaching and learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31242303.
Повний текст джерелаPeck, Greg L. "The effects of cooperative learning on the spelling achievement of intermediate elementary students." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776723.
Повний текст джерелаDepartment of Elementary Education
Borman, Natalie. "Encouraging thinking using locally constructed learning materials :a case study of one intermediate phase classroom." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9756_1183427047.
Повний текст джерелаThe aim of this study was to investigate the use of the "
Stories for thinking"
learning materials in one intermediate phase classroom in the Western Cape. The "
Stories for thinking"
project resulted from the Western Cape Education Department project, Cognition in Curriculum 2005. This project explored the potential role the cognitive education movement could play in accomplishing the goals of the Curriculum, especially the critical outcomes. The aim of the project was to investigate a range of strategies primary school educators could use to develop cognitive abilities.
Fagertun, Charlott. "Teaching English Vocabulary : A Case Study of TPRS and Reading Aloud as Teaching Methods in an Elementary School in Sweden." Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32390.
Повний текст джерелаBurt, Jane Caroline. "Dramatic learning : a case study of theatre for development and environmental education." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003383.
Повний текст джерелаCotter, Dale S. "Children's learning of fractions : a comparison study of user-controlled computer-based learning vs. noninteractive learning environments." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29583.
Повний текст джерелаEducation, Faculty of
Graduate
O'Kelley, Nancy G. "Teaching and learning through a brain-compatible approach: Implications for junior high school mathematics." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/544.
Повний текст джерелаYeung, Kam-sun, and 楊錦燊. "A case study of teachers' concerns and use of information technology for teaching and learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962725.
Повний текст джерелаGuo, Jianpeng, and 郭建鹏. "On the dilemma of "similar" or "different": the use of variation theory in designing multiple examples formathematics learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45148983.
Повний текст джерелаLowery, Andrea. "A Study Investigating the Experience of Teachers’ Innovative Adaptation of Teaching and Learning." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3976.
Повний текст джерелаMdlungu, Nozuko Gloria. "An investigation of how environmental learning and teaching support materials (LTSM) can influence team planning and teaching and learning activities in the Foundation Phase." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003512.
Повний текст джерелаLee, Toi-na Monique, and 李黛娜. "A study of the theory and practice of using the integrative and effective approach to the learning and teaching of Chinese characters to preschoolers = "You er zong he gao xiao shi zi fa" : li lun yu shi jian de yan jiu." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/212605.
Повний текст джерелаpublished_or_final_version
Education
Doctoral
Doctor of Philosophy
Do, Juhyun. "EFL Teaching on the Ground: A Case Study of Primary EFL Classroom in Korea." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492694900754303.
Повний текст джерелаFuller, Mary A. "Transfer of Learning in a K-8 STEM Academy Project Based Learning (PBL) Environment." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011851/.
Повний текст джерелаChouinard, Jill-Anne. "Regulating learning and teaching: A case study of Ontario elementary teachers in an era of standards and testing." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/26874.
Повний текст джерелаHaarala, Cheri. "Investigation of possible similarities/differences between learning disabled and non-learning disabled upper elementary children's perception of friends and friendship." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/241.
Повний текст джерелаCrespo, Sandra. "Math penpals as a context for learning to teach, a study of preservice teachers' learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0029/NQ27125.pdf.
Повний текст джерелаPeng, Mu-yu, and 彭慕雨. "A Study on Elementary School Teachers'' English learning strategies teaching." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/90850421432754073052.
Повний текст джерела國立臺南大學
教育學系課程與教學碩士班
94
The main purpose of this study is to investigate the condition of the elementary school teachers’ English learning strategies teaching. Based on the results of the research, the author tries to present the conclusions and suggestions to the educational authorities, elementary school teachers as a reference to improve teaching. The study adopted the methods of literature review, questionnaire survey and interview. First, the related documents were collected to research on the theory and contents of English learning strategies. Second, the questionnaire survey method was employed. By means of the cluster sampling, 311 teachers are chosen from the elementary school in southern Taiwan (including Tainan City and Country, Kaohsiung City and County, Pingtung County). The results of the investigation were analyzed and discussed by some statistical methods, such as: mean, standard deviation, t-test, and one-way ANOVA. Then, the interview method was applied to analyze the opinions and ideas of 7 elementary school teachers in English learning strategies teaching as compensation for the shortage of the questionnaire survey. The research findings were stated as below: 1. In the aspect of the performance, the elementary teachers’ English learning strategies teaching is above the average and the teaching form is embedded. 2. In the aspect of different background variables on the performance of elementary teachers’ English learning strategies teaching: (1) As to the compensation strategies, female teachers are superior to males. (2) Most of the English teachers are trained in professional education knowledge so that they have some certain professional standard. (3) In the aspect of the performance, English major teachers are no different from non-English major ones. (4) Teachers who taking part in English teaching trainings are superior to those who never join in the trainings. (5) Elder teachers are superior to beginning teachers in English learning strategies teaching. (6) English home-room teachers are superior to non-home-room teachers. Keywords: elementary school teacher, English learning strategies teaching
Buckreis, William F. "Elementary mathematics teacher subject matter knowledge and its relationship to teaching and learning." Thesis, 1999. http://hdl.handle.net/1957/33169.
Повний текст джерелаGraduation date: 2000
Van, der Walt Mara Anetta. "Instructional strategies that should enhance the effective learning of common fractions in the primary school." Thesis, 2014. http://hdl.handle.net/10210/11526.
Повний текст джерелаPrimary school learners need to extend their knowledge of numbers to include common fractions. Common fraction concepts are important but learners find it more complicated and difficult to understand than whole numbers, they experience it as particularly challenging. Fraction consists of sub constructs which is adding to the complexity of fractions. The aim of this study was twofold, firstly, to identify the conceptual and procedural knowledge about common fractions that learners need to acquire from grade four to seven to enable them to be able to do calculations with fractions. The second aim was identifying effective teaching strategies to enhance learners’ conceptual and procedural knowledge about common fractions. Primary school learners are mainly in the concrete operational stage of development according to Piaget’s stages of cognitive development. Although the learner can reason, the ability to reason is based on tangible objects and direct experiences. The obstacles that learners encounter in developing deep understanding of fractions can be due to the nature of fractions or due to the instructional approaches employed by the teachers. Learners are able to understand at a concrete level, their reasoning is consistent with respect to real objects. To enable learners to develop meaning and understanding of fractions, learners should be provided with many experiences in partitioning quantities into equal parts. Teachers must ensure learners make the connections between the concrete models, manipulatives and pictures that are equally divided. Learners need to be able to represent numbers using words, models, diagrams and symbols and be able to make the connections between the representations. From a constructivist view learners construct their own knowledge and the learning of subject matter is the product of an interaction between what they are taught and the knowledge they bring to the learning situation.
Hu, Huai-Chih, and 胡懷之. "Service-Learning Teaching Program Action Elementary Resource Room Students' Self-concept Study." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/83292531818730288956.
Повний текст джерела國立臺東大學
特殊教育學系碩士在職專班
102
This study suggested that the self-concept of elementary school resource class students influenced by applying Service-Learning teaching program. In this study, we evaluated that the acceptations and the feedbacks from students’ parents and regular classroom teachers after applying Service-Learning teaching program. By observing one of elementary schools in Taichung, in which the author teaches, action research and quasi-experimental research method of single-group pretest-posttest design were used to analyze the two important variables, the students’ self-concept and the effects of applying Service-Learning teaching program. This study was analyzed by descriptive Statistics and supported by the qualitative data validation. The results were listed below: 1.The Service-Learning teaching program was suitable to elementary students who study in resource room. 2.After being taught by Service-Learning teaching program, the result of students’ self-concept didn’t show significant difference in quantitative data; however, in qualitative data, the huge progress of students’ self-concept can be observed in the interviews. 3.The evaluation of Service-Learning teaching program from the students’ parents and teachers in regular class, who participated in this project, was good and positive. As the results, this study was provided by people working in relative field some teaching and researching suggestions.
Shih, Min-Yi. "Effects of number sense intervention on second-grade students with mathematics learning disabilities." Thesis, 2005. http://hdl.handle.net/2152/2310.
Повний текст джерела李志偉. "A study on Elementary school teachers’ teaching belief, teaching behavior and students’ learning adjustment in Changhua county." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/74686616346454412563.
Повний текст джерела國立彰化師範大學
教育研究所
97
This research aimed at developing the relationship among elementary teachers’ teaching belief, teaching behavior, and students’ learning adjustment. The purposes of this study were : 1. To understand the status quo of the teachers’ teaching belief and teaching behavior in Changhua county elementary schools. 2. To understand the status quo of students’ learning adjustment in Changhua county elementary school. 3. To reveal the differences of teaching belief and teaching behavior in terms of various demographical backgrounds. 4. To reveal the differences of learning adjustment of students originated from their demographical backgrounds. 5. To reveal the predictability of teachers’ teaching belief to teaching behavior in Changhua county elementary schools. This study adopted questionnaire survey and uses revised「The questionnaire of elementary teachers’ teaching belief」,「The questionnaire of elementary teachers’ teaching behavior」and「 The questionnaire of elementary students’ learning adjustment」as instruments. This study aimed at fifth and sixth graders’ teachers and students in Changhua county elementary school as target population and randomly selected 511 teachers and 501 students as study participants. Descriptive statistics, independent sample t-test, one-way ANOVA、stepwise multiple regression were employed to analyze collected data.. The major results of this research are as follows: 1. The status quo of elementary teachers’ teaching belief, teaching behavior, elementary students’ learning adjustment were shown at high level by the study instruments. 2. Elementary teachers’ teaching belief were different by teachers’ age, the highest education degree pursued, and class size. 3. Elementary teachers’ teaching belief was the good predictor of teaching behaviors, and student diversity is the good predictor of teaching behaviors. According to the above results, the following suggestions are proposed in this study: 1. Suggestions for teachers: (1) Teachers should emphasize the relationship between teaching belief and teaching behavior. (2) Junior teachers consult with senior teachers more about how to achieve teaching excellence that was driven by teaching belief. (3) Teachers should attend in-service continuing education programs to fructify their teaching belief. 2. Suggestions for educational authorities that may concerned: (1) Elementary school teachers should be encouraged to participate in professional development programs. (2) Schools should enhance students’ learning adjustment. 3. Suggestions for future study: (1) As to research subjects, the sample could be expanded to other cities or counties of a wider student grade range. (2) As to research variables, more the background ariables could be considered, such as student families’ socioeconomic status. (3) As to research method, the qualitative research method could be also employed in the study to compensate for the weakness the inherited from quantitative study. Keyword: teaching belief, teaching behavior, learning adjustment.