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1
Lau, Yin-har, and 劉燕霞. "Values teaching in Hong Kong junior secondary mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958734.
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2
Nothdurft, Lyn M. "Teaching for autonomy in senior secondary mathematics." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36626/1/36626_Digitised%20Thesis.pdf.
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3
Mabodoko, Mkhumbuzi Joe. "A phenomenological investigation into the lived experiences of grade 12 Physical Sciences learners from selected schools in the Western Cape Province." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2565.
Повний текст джерелаАнотація:
Thesis (MEd (Education))--Cape Peninsula University of Technology, 2017.This study aims to narrate the lived experiences of Grade 12 Physical Sciences learners. According to UMALUSI reports on National Senior Certificate (NSC) of 2011 and 2013, there seems to be a steady decrease in the number of learners writing Physical Sciences from 2008 to 2013. One of the aims of this study is to investigate why there is a steady decline in the number of learners choosing the subject and what their classroom experiences are. A related aim is to describe how these learners’ perceptions of their Physical Sciences educators affect their mental experiences in the subject. The study used phenomenology both as a research methodology as well as the underpinning theoretical framework. Twelve Grade 12 learners from 3 different schools in the Metro North Education District in Cape Town were chosen to participate in this research. The data were collected using two rounds of in-depth semi-structured interviews. The interviews were transcribed and explicated using Giorgi’s phenomenological method. The findings show that although Physical Sciences educators are trying to support their learners, they are failing to meet the expectations of the learners. These findings provide new insights into understanding the world of the learner better and that the recommendations could have transformative implications for curriculum planners, curriculum advisors and pedagogical strategies in how the subject is presented to learners.
4
Muhembo, Gottfried Mbundu. "An analysis of how visualisation processes can be used by teachers participating in an intervention programme to teach for conceptual understanding of geometry." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62439.
Повний текст джерелаАнотація:
Visualisation in general and visualisation processes in particular have received much attention in the mathematics education research literature. Literature suggests that the appropriate use of visualisation helps learners to develop their conceptual understanding and skills of geometry as it allows them to visually interpret and understand fundamental mathematical and geometrical concepts. It is claimed that visual tools play an important role in communicating mathematical ideas through diagrams, gestures, images, sketches or drawings. Learning mathematics through visualisation can be a powerful tool to explore mathematical problems and give meaning to mathematical concepts and relationships between them. This interpretive case study focused on how selected teachers taught concepts in geometry through visualisation processes for conceptual understanding as a result of an intervention programme. The study was conducted at four high schools by four mathematics teachers in the Kavango East Region in Northern Namibia. The participants were involved in a three-week intervention programme and afterwards taught three lessons each on the topic of geometry. The data collection method of this research was: focus group and stimulus recall interviews, classroom observations and recorded videos. This research is located in constructivism. I used vertical and horizontal analysis strategies to analyse the data. My analytical instrument consisted of an observation schedule which I used in each lesson to identify how each of the visualisation processes was evident in each of the observed lessons. This study revealed that the participant teachers used visualisation processes in most of their lessons and these processes were used accurately in line with the requirements of the grade 8 mathematics syllabi. The visualisation processes were used through designed visual materials, posters and through the use of geometrical objects such as chalkboard ruler, protractor and compass. The results from this study also confirmed that visualisation processes can be a powerful instructional tool for enhancing learners’ conceptual understanding of geometry.
5
Poon, Wai-hoi Bobby, and 潘維凱. "Geometry reasoning of secondary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4439102X.
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6
Pentland, Kathleen Ann. "Similarities and differences in perceptions held by secondary art teachers, secondary art students and animators on the role and character of animation in art education." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28998.
Повний текст джерелаАнотація:
The purpose of this study was to discover similarities and differences in opinions held by secondary art teachers, secondary art students and animators on the role and character of animation in art education. The problem was to determine whether the relative neglect of animation as a part of the art curriculum has come about because the techniques and concepts associated with it are seen as difficult and/or unnecessary to implement by teachers; or whether students are unfamiliar and uninterested in animation as a field of study; or whether animation, in the opinion of professional animators, is not a suitable subject for study.
The study was conducted with five secondary art teachers, nine secondary art students and three professional animators. Informants responded verbally to questions posed by the researcher. These responses were documented on a tape recorder and later transcribed for analysis.
Responses from the informants generated data relating to five areas of animation: 1) defining animation, 2) potent images, 3) popular culture, 4) careers and 5) backgrounds.
The study showed that although animation is a part of students1 popular culture and students are interested in it, teachers are not currently teaching it. Technical difficulties prevent them from doing so, despite the fact that they acknowledge animation as an important art form. The other findings in this study are that both teachers and students are often not consciously aware that they are watching animation; and that there are many misconceptions and prejudices associated with the medium.
Implications for art education are discussed.Education, Faculty of
Graduate
7
Lam, Mau-kwan, and 林謀坤. "Secondary three students' strategies in solving algebraic equations." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196025X.
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8
Ceasar, Reginald Raymon. "Investigating an integrated teaching methodology as a means to prepare students for university studies in mathematics." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Повний текст джерелаАнотація:
A key issue for the success of students entering a first year mathematics course at tertiary level is whether or not they have an integrated understanding and view of the mathematical concepts acquired at school. Various integrated applications from first year mathematics suggest that a compartmentalised view of mathematics would be detrimental to any student's chances of passing mathematics at this level. This study tried to assess whether learners do have an integrated understanding of mathematics at grade 12 level.
9
Langdon, Paul. "Built environment education : a curriculum paradigm." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40377.
Повний текст джерелаАнотація:
The expansion of Built Environment Education into art programs is a relatively recent phenomenon but very timely. The need to develop in students an understanding of their living environment is urgent as they inherit a world that is experiencing the depletion of its resources and erosion of its ecological balance.There is a fundamental need for more comprehensive curriculum planning in built environment education. The goal of this research is to develop a curriculum paradigm that can be used to create curriculum plans and instructional designs for built environment education as part of the art class in secondary schools.
The built environment content of this curriculum paradigm is based on the active investigation of the students' internal world with all its different perceptions and lived experience and how this affects their understanding of the greater built environment. Through a more intense investigation of the greater built environment, the students will then analyze the effect that this environment has on their own perceptions and living habits. By developing a more conscious understanding of the built environment, the students will be better equipped to make informed decisions on how to better adapt to or change their environment.
A guiding principle for the curriculum paradigm was to ensure that the introduction of a new subject area, such as built environment education, into art education curriculum involved processes of creativity and discovery along with self-reflective and participatory action for both the teacher and students. To be effective, the content material must not only be accessible through the traditional modes of academic literature research but also made valid through observation, reflection and interaction with the particular built environment of the teacher and students themselves.
Vigilance and active participation in the process of urban change are vital. These changes can only be effective and enduring if we acknowledge the capacity of the built environment to enrich our lives as private and communal beings.
One of the essential goals of this curriculum paradigm is to capture the excitement and potential that the built environment offers as a pervasive agent for understanding and celebrating constructed past, present and future.
10
Taylor, Charles 1955. "Conceptual development in mechanics." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8063.
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11
Chiarella, Andrew. "Statistical reasoning and scientific inquiry : statistics in the physical science classroom." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33882.
Повний текст джерелаАнотація:
Teaching science using an inquiry approach is encouraged by several organisations responsible for defining teaching and learning guidelines in North America. However, using this approach can be difficult because of the complexity of inquiry. One source of difficulty is an inability to make sense of the data. Error variation, in particular, poses a significant barrier to the correct interpretation of data and therefore successful inquiry learning. A study was conducted to examine middle school students' ability to make sense of the data they collected in three related experiments. These data involved taking measurements of two continuous variables that were affected by error variation. The results indicated that students tended not to use abstract patterns to describe the data but rather used more local patterns that did not make use of the whole data set. However, many students also indicated an intuitive understanding that a greater amount of data could be used to generate results that are more accurate. This suggests a disparity between what the students understand about data and what they are capable of doing with data. Educational implications are that students may benefit from learning ideal patterns that can be compared to non-ideal data they collect.
12
Schürmann, Leon. "An investigation into the use of weather type models in the teaching of South African climatology at senior secondary school level." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1015948.
Повний текст джерелаАнотація:
The synoptic chart encodes climatological and meteorological information in a highly abstract manner. The pupil's level of cognitive development, the nature of the syllabus and the teaching strategies employed by the geography teacher influence the pupil's conceptualisation of information. The synoptic chart is a valuable tool for consolidating the content of the S.A climatology syllabus. Recent research has established that climatology-meteorology, and especially synoptic chart reading and interpretation, is difficult for the concrete thinker. These pupils find difficulty in visualising the weather processes and systems. Provided that they are simple and clear, models are useful teaching devices that integrate and generalise information in a manner that is easily retrievable. The intention of the author is to provide weather type models and other supporting strategies and aids as a means to improve the senior secondary pupil's assimilation of southern African climatological-meteorological information. This model-based approach is tested in the classroom using an action research framework to judge its efficacy. Conclusions are drawn and recommendations are made.
13
Wong, Pui-ching Caroline, and 黃佩貞. "Change of value orientations in the junior secondary economic and public affairs (EPA) curriculum in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961150.
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14
Qoto, Nomonde Monica. "Assessing entrepreneurship education programmes in secondary schools." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019726.
Повний текст джерелаАнотація:
The emergence of an entrepreneurial spirit is the most significant economic development in the twenty-first century. Entrepreneurship education was introduced in Grades 10-12 as part of the optional subject Business Studies. There are problems across the country encountered by educators in imparting entrepreneurship skills and knowledge to learners. The integration of entrepreneurial programmes into the education system in secondary schools is a prerequisite to develop the necessary skills to start and run a business successfully. It is the responsibility of the government to ensure that entrepreneurship education is included in the curriculum as a separate subject so as to develop the entrepreneurship skills at secondary school level. The formal employment sector is no longer able to provide jobs for the increasing number of unemployed people. Fewer jobs are available for the economically active population of the South African economy especially the school leavers. The primary objective of this study is to assess the current entrepreneurship education programmes offered at secondary schools in Grade 10-12 levels in Motherwell. The purpose is to learn from global trends and to improve the current entrepreneurship education programmes. A literature review was done to establish global trends and also South African trends concerning entrepreneurship education programmes. A mixed research approach and cluster sampling was used to select the twelve Motherwell senior secondary schools in the Motherwell township of Port Elizabeth. The findings of the study were that strategic skills, operational skills, competitions, labour entrepreneurial skills, management skills, creativity and innovation were taught to a limited extent by educators. The practical exposure of learners was deficient because of the limited involvement of local businesses and organisations. Learners were also not encouraged to operate simulated businesses. The study recommends that the Outcome Based Education, National Curriculum Statement and Curriculum Policy Statement which have been introduced by the Department of Education be followed but adjustments must be made to the iii teaching methods to follow the interactive approach required by entrepreneurship. Policy makers should incorporate comprehensive entrepreneurship education programmes from primary school to secondary school to vocational and university and adult education centres. Finally, entrepreneurship education should be offered as an optional separate subject to all learners and involvement of local businesses and organisations should be encouraged.
15
Nanghonga, Ottilie Mwanyenenange. "An investigation on how grade 8 learners make sens of static electricity through exploring their cultural beliefs and experiences about lightning: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001537.
Повний текст джерелаАнотація:
Lightning as a natural phenomenon is shallowly presented in the Namibian curriculum documents such as the syllabus and textbooks. This gap in curriculum triggered my interest to investigate whether learners’ meaning-making in static electricity was enabled or constrained by elicitation and integration of their cultural beliefs and experiences about lightning and by their practical activities. This study was conducted with my grade 8 learners at the school where I am currently teaching. The school is located in a rural area in Ohangwena region in Northern Namibia. The study is situated within an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following data gathering methods: document analysis, brainstorming, discussions and presentations, semi-structured interview, focus group interview, observation and an assessment test. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour-coded to derive themes and analytical statements. Ethical considerations were also taken seriously in this study and all participants gave consent. An analysis of data revealed that there is no learning objective or basic competence in the Namibian Physical Science syllabus for grade 8-10 that requires learners to bring in their cultural beliefs and experiences, in particular, about lightning. Yet the study revealed that learners possess a lot of prior everyday scientific and non-scientific knowledge and experiences about lightning that they had acquired from their communities. Also, mobilization of learners' everyday knowledge and experiences about lightning enabled learner engagement during the science lessons. Likewise, engaging learners in practical activities in static electricity helped them to make meaning of scientific concepts. Based on my research findings, I therefore, recommend that learners' prior everyday knowledge and experiences about lightning should be incorporated during teaching and learning of the topic on static electricity.
16
Raynor, Barbara Jean. "Fostering critical thinking through problem solving in home economics." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29059.
Повний текст джерелаАнотація:
This study investigated whether critical thinking can be fostered in home economics through teaching a problem solving approach in Family Management. Secondarily, it investigated teacher behaviours which may foster critical thinking abilities, the moral and ethical issues which the teaching of critical thinking addresses, and whether the students were able to use problem solving in real life situations.
The research involved the students and teacher in a Family Management eleven class in rural British Columbia. All students in the class chose to participate in the study. The study was conducted during twenty-six classroom hours.
The study used action research as the research methodology. The research included action/research cycles with time between for analysis and reflection. The phase of data analysis and reflection was called the reconnaissance. Data was collected through audio tapes of the classes, entries in the teacher's journal, a checklist, and collected student work. The data collected in the first reconnaissance phase established a description which served as a point of reference for comparing and analyzing later observations.
Two cycles of action/research followed. Observations were made and data collected as the critical thinking concepts were introduced. The introduction of the macro-thinking skill of problem solving was combined with the micro-
thinking skills of avoiding fallacies, observing, reporting and summarizing.
The research found that there was an increase in critical thinking activities at the end of the study. Factors that were found to have effected this change were: the teaching of a problem solving process, the teaching of micro-thinking skills, certain teacher behaviours, and the classroom atmosphere. Home economics was found to play a unique role in providing practice in real life problem solving.
Further research is needed to determine if the skills the students learned while problem solving in Family Management will carry over to everyday life.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
17
Kgwadi, Ntate Daniel. "Inexpensive conceptual experiments/demonstrations for physics teaching." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834635.
Повний текст джерелаАнотація:
Current research on cognitive learning is applied to the designing of several experiments for use in high school physical science and physics classes. The goal of the project was to use simple inexpensive materials to construct experiments and demonstrations that illustrate physics concepts and can easily be modeled using simple mathematics.Saline solutions are used to show simple examples of refraction and effects of a solution of varying density. The refractive index of two liquids is measured. The continuous refraction of a stratified fluid is demonstrated. Fluid flow is investigated. This leads to a simple experiment that leads to an easy way to measure the acceleration of gravity.The goal was met with several simple experiments using inexpensive materials, modeling techniques, and simple mathematics derivations were designed and tested. Data from the experiments gives results that are very close to the accepted values.Department of Physics and Astronomy
18
Woodward, Robert. "Teaching television literacy in South African secondary schools." Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/18321.
Повний текст джерелаАнотація:
Bibliography: pages 190-196.This dissertation develops a syllabus for the study of television literacy in South African secondary schools. There are two natural divisions in the development of the thesis; the section which explores epistemological issues and the section which describes the strategic issues. The first section examines the nature of print literacy. This consists of four elements: mastering the basic language of the medium; being able to decode this language; using the medium for personal creative ends; and having the capacity for critical reflection. It is possible to talk in terms of a language of television and so this definition of literacy can be extended to television as well. There are three main areas for the study of television literacy. These are: the production techniques and effects of television; the conventional forms of the medium; and the nature of television as a mass medium. Once this has been established the dissertation explores the strategic issues of a methodology and areas of knowledge for teaching television literacy. Although there are many methodologies for the study of the mass media, the British Cultural Studies approach, together with Hall's three moments of encoding and decoding, seems to offer the methodology most suitable for teaching critical literacy. Within this theoretical framework it is possible to describe a syllabus for teaching television literacy. This syllabus involves studying the encoding and decoding of television messages within the context of the technical infrastructure of television; the internal and external relations of production, and the frameworks of knowledge which determine the form and content of television.
19
Giroud, Jeanette. "Secondary arts teachers' perceptions of integrated arts." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1726.
Повний текст джерелаАнотація:
During the 1980s, research in the arts by Project Zero and Arts Propel revealed that in American schooling the areas of artistic intelligence and artistic education had been neglected. Gardner (1989) proposed a theory of multiple intelligences, suggesting that in addition to the linguistic and logical-mathematical forms, there are a number of distinct forms of intelligence that each individual may possess in varying degrees. The concept of multiple intelligences as opposed to "talent" in an art form offers the opportunity to view arts education in a new light. The original purpose of Arts Propel was to assess artistic potential in the same way that IQ or SAT instruments are designed to test scholastic potential. What began as an assessment endeavour, became a curricular undertaking and as a result, a number of educational institutions developed integrated arts approaches to arts learning, claiming that where the arts were integrated within the curriculum, higher achievement was recorded. The National Curriculum's statement on The Arts for Australian Schools (1993) included the five arts forms of dance, drama, media, music and visual arts as "Arts" components and justified this stance by clearly stating that the common statements and profiles accommodated a wide range of approaches. However, the strands of arts experience and learning - Creating, Making and Presenting, Arts Criticism and Aesthetics, and Past and Present Contexts - have the potential to provide a common framework for integration of the various forms. During the course of this research the strands have already been subject to change and are now known as Expressing, Responding and Reflecting. During the trialling phase of The Arts' Student Outcome Statements, divisions between the arts forms became apparent. Some of the issues included: attempts by arts teachers to maintain the status quo, strong boundaries between the arts, unequal representation of arts forms in schools and application of Student Outcome Statements Strands to all the arts forms. At the commencement of this research the divisions between the arts forms remained as strong as ever, yet a truly integrative approach has the potential to strengthen the place of arts in schools. This research documented ten secondary arts teachers' perceptions of integrated arts. The teachers all taught in government schools and each art form was represented by two teachers. The purpose of the research was to record arts teachers' perceptions of integrated arts at a time of rapid curriculum change. Qualitative methodology using the instrument of semi-structured scheduled interviews was the data gathering process. The interviews were audio-taped and once the data was compiled it was sent to the participants for their approval. This study found that arts teachers' perceptions of integrated arts were, on the whole, positive. Most teachers believed that an integrated arts approach would give students a deeper understanding of the arts and promote bonding between arts teachers. Teachers felt that the combination of the five arts forms into one learning area (The Arts), provided long overdue recognition of the arts as a significant learning area. Other perceived benefits included the building of strength and support, and the overcoming of isolation that characterised the arts in schools in the past. It is recommended, as a result of this study, that where possible, the physical location of the arts departments in schools should be considered during the planning stage so that arts areas are not isolated. It is also recommended that media and dance should adopt the changes, so that The Arts area of learning will not be fragmented. This can be achieved through document support which will show dance and media teachers how they can work effectively within an Arts framework. Integrated Arts programs, such as those offered by some of the schools in this study, will provide strong guidelines for future arts consolidation and enrichment in schools.
20
Fleming, Margaret Jean 1954. "DISCIPLINE-BASED ART EDUCATION AS AN ALTERNATE APPROACH TO THE PROBLEMS ASSOCIATED WITH LEARNING ART HISTORY AT THE HIGH SCHOOL LEVEL." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276432.
Повний текст джерелаАнотація:
The definition of discipline-based art education presented in this thesis includes all domains of art learning and practice: art history, art criticism, art production, and aesthetics. The study develops a series of art history lessons for adolescents at the junior high and high school level. Activities are designed to present instructional strategies appropriate to the educational needs and concerns of these groups of students. These lessons primarily focus on art history, and art criticism as a means for approaching studio production concepts. One instructional unit includes a day-by-day description of art history learning activities covering a period of 10 days, or two regular school weeks. Also included is a description of the order in which the art history, art criticism and production activities occur for each lesson. Specifics regarding media, materials, artists to be studied, styles, reproductions and the vocabulary terms and images to be used for each day are also included. (Abstract shortened with permission of author.)
21
Zungu, Zacheus Ngcebo Dumisani. "A Critical analysis of the secondary school economic science curruculum." Thesis, University of Zululand, 2002. http://hdl.handle.net/10530/1215.
Повний текст джерелаАнотація:
Thesis Submitted to the Faculty of Education in fulfillment of the requirements for the degree of Doctor of Education in the Department Of Curriculum and Instructional Studies at the
University of Zululand, South Africa, 2002.The economic sciences curriculum is supposed to equip learners with skills that would be readily recognised and acceptable to the corporate world. Yet it became obvious from the high unemployment rate of leamers with economic science background that the expected skills were less developed than expected. School leavers need to be retrained for them to be able to carry out elementary tasks like bookkeeping. It is the inadequacy of the present secondary school curriculum to produce employable school leavers that prompted this inquiry. The main objective of this study was to investigate the relevance of the economic science curriculum to the needs of the corporate world. The study revealed that lack of participation by all relevant stakeholders in the development of a curriculum creates the gaps between the schooling system and the corporate world. The lack of resources and poor communication between business and education also contributed to the unemployability of school graduates. There is, therefore, very little congruence between what is taught and the world of work. Several recommendations to address the problem were put forward. The most important of these recommendations is .the establishment of partnerships between education and vocational skills may be fused. Economic science education needs to be given prominence in all schools including those in rural environments where given subject advisors seldom visit
22
Lam, Kai-shun, and 林啟信. "Digital divide in secondary schools : a Hong Kong study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209544.
Повний текст джерелаАнотація:
There is always a gap between student learning and classroom teaching in Hong Kong education. The use of information and communication technology has made the situation even worse. It is a common practice for students to work together through digital media like Instagram, WhatsApp, opening online Chat Room and Facebook by using elements like video, music, texts and artistic photography to reflect and discuss ideas for project assignment. During the process, students can further investigate what they have learnt in lessons and construct new knowledge. However, our schools are still concentrating on text-based presentation software for teaching. Schools have been reacting slowly to the appearance of this new popular participatory culture.
Therefore it is interesting to study schools’ ICT infrastructure, the digital literacy in classrooms as well as students’ individual usage behavior in digital media. From the study, we are able to realize the reasons for choosing those multimodal elements in the students’ learning as well as posting them online. Then, we can determine the relationship between the participatory culture in creating multimodal artifacts and digital divide in education among students; as well as finding out those factors which lead to the gap and enhance participatory culture in academic purpose for students. Thus, we can improve the situation of students’ learning outcome gap during the use of digital media in teaching and studying.
My thesis will employ qualitative research method in case study approach. It consists of 6 students’ interviews as well as teacher’s focus group interviews of three teachers from two schools. The results show that there are different forms of technology and usage gap among the students in using digital tools. Certainly, there are several ways to overcome the barriers.published_or_final_version
Education
Master
Master of Science in Information Technology in Education
23
Schreuder, Glynis Rholeen. "The role of economic and management sciences (EMS) in preparing learners for accounting in grade 10." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1864.
Повний текст джерелаАнотація:
Thesis (MTech (Education))--Cape Peninsula University of Technology, 2009.The thesis explores the role that the learning area, EMS, plays in preparing learners for Accounting in grade 10. EMS in grade 9 includes accounting related assessment standards upon which the grade 10 Accounting curriculum builds. The grade 10 Accounting curriculum is based on the assumption that learners have mastered the related content in grade 9. The effective implementation of EMS in grade 9 is therefore important for the teaching and learning of Accounting in grade 10. The main objective of the study was to determine to what extent the accounting related assessment standards were taught and to engage with the key factors that impact on the effective delivery of the accounting focus in EMS. A sample of five schools within a specific geographical area in the Western Cape was identified. The study used multiple data collection methods in order to increase the validity of the results, namely, a learner assessment, interviews and document analysis. The planning and assessment documents of EMS teachers as well as the assessment tasks of the EMS learners were analysed to ascertain how teachers planned to teach and assess the learning area, particularly the accounting focus within EMS. The conclusions were drawn against the policy-practice theoretical framework. The study revealed a gap between EMS policy and EMS practice. There was very limited exposure to the accounting related assessment standards in EMS. This could be attributed to a number of factors including teacher qualifications and training, lack of support, policy shortcomings, absent guidelines, etc. There was a disjuncture between what teachers believed and what they were translating into practice. Even though all the teachers enjoyed teaching Accounting and most of them believed in the importance of this discipline in preparing learners for the Further Education and Training Band and their personal lives, they were not teaching it effectively. Recommendations have been made in terms of the learning area policy, professional development and support for teachers and learners. Even though the study was limited to five schools in a particular geographical area, its findings may be applicable to many South African schools where EMS teachers face the same policy, teacher and learner challenges or shortcomings.
24
Hewett, Gloria Jean. "A QUESTIONING STRATEGY FOR AESTHETIC SCANNING." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275404.
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25
Law, Yuk-lin, and 羅玉蓮. "The understandings of algebra of secondary students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957213.
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26
Lee, Man-sang Arthur, and 李文生. "Impact of exploration in a dynamic geometry environment on students' concept of proof." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195876X.
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Van, Raden Stephanie Justine. "The Effect of Role Models on the Attitudes and Career Choices of Female Students Enrolled in High School Science." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/370.
Повний текст джерелаАнотація:
Girls who have high aptitude in math are not entering careers related to science, technology, engineering, and math (STEM fields) at the same rate as boys. As a result, female students may have fewer employment opportunities. This study explores one potential way to reduce the gap between male and female career aspirations and choices. Specifically, it looks at the impact of bringing women with careers in math- and science-related fields into high school classrooms as role models. The study uses surveys to measure pre- and post-visit perceptions of science and scientific work as well as student's short-term interest in math and science courses. In addition to these surveys, student comments were collected about the role model visits. While the overall study yielded little statistical significance, it also indicated that the role model visits had some impact on student perceptions and choices and raised questions that warrant further study.
28
Lau, Shuk-yee Rosalind, and 劉淑儀. "A study of secondary school students understanding of selected biological concepts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955800.
Повний текст джерела
29
Lee, Wai-shing, and 李威成. "An evaluation on the teaching and learning of chemical bonding and structure." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50176845.
Повний текст джерелаАнотація:
The problematics of the teaching and learning of chemical bonding has been widely reported in the literature. Following this, Taber (2001) proposed a teaching sequence alternative to those available in existing curriculum documents and textbooks. He proposed that teaching be started from metallic structure to ionic structure, then giant covalent structure and finally simple molecular structure. During teaching, teachers should be cautioned about the use of language, the undue emphasis on the role of atoms (atomic ontology), the explication of the nature of bonding (based on electrostatic forces rather than electron transfer or sharing), and a better integration of the relationship between bonding and structure. In relation to the literature about scientific modelling, bonding should be taught as an ‘explanation’ of properties of chemicals, rather than a mere ‘description’ of structure.
This paper reports an empirical study of a class of Year 10 students’ learning outcomes based on the proposed teaching sequence and emphases. Throughout the learning of the topic ‘chemical bonding’ which spanned two months, three students ranged from the highest to medium achieving students in the class were selected for interviews. Each student was interviewed on four separate occasions in the course of their learning of ‘chemical bonding’. Their understanding of concepts in relation to chemical bonding was probed through their verbal and visual representations. The effectiveness of the teaching sequence was evaluated in the light the alternative conceptions reported in the literature, strategy and suggestions for further improvements were discussed.published_or_final_version
Education
Master
Master of Education
30
Govender, Vasuthavan Gopaul. "A multiple case study of parent involvement with grade 8 learners of mathematics." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/511.
Повний текст джерелаАнотація:
The learning of mathematics is a worldwide concern. International studies over the last decade place South African learners amongst the lowest achievers. Although various initiatives have been tried there does not seem to be any improvement. In the USA and UK initiatives include the involvement of parents and these have been implemented with great success. One of the parent involvement programmes from the USA, the Family Maths Programme has been in South Africa since 1996. This programme has been successful in South Africa but is confined to parents of grades 4-7 children. However, there is no programme for parents of high school learners. As grade 8 is usually the first high school year in South Africa, this study focuses on parents of grade 8 children and their involvement in their children’s mathematics learning. It consists of an initial survey of grade 8 parents’ (from an urban school) mathematical backgrounds and experiences and their involvement in their children’s education. Using key points from the survey and elements from the literature review and other sources, the researcher designed a parent assistance programme for mathematics which was conducted with three groups of parents of grade 8 children from the same high school. Each group of parents was exclusive and the same set of procedures was applied to each group, making this study a qualitative multiple case study, within the interpretive research paradigm. The parent-assistance programme consists of a parents’ workshop and completion of journals over a 7-week period. Parents documented their interactions with their children in structured journals, a process known as participant journaling. After this journaling period, parents and children were surveyed on this interaction by means of follow-up questionnaires. This was followed later in interviews with the parents and mathematics teachers, separately. After the completion of all three case studies parents and children participated in focus group discussions to discuss and share experiences of the programme. The interrogation of the data, on two levels, suggests parents’ and children’s perceptions of mathematics were likely to be positively influenced. The data also suggest that children were likely to become more confident and to improve in mathematics.
31
Egbeji, Bridget Ekwutosi 1947. "CERAMICS INSTRUCTION FOR NIGERIAN JUNIOR SECONDARY TEACHERS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276492.
Повний текст джерелаАнотація:
This thesis develops a discipline-based ceramic instruction using art history, art criticism, aesthetics and art production, which will be used to train Nigerian junior secondary school ceramic teachers. Concepts of discipline-based art education, materials, and techniques of ceramics production will be used to make a systematic, sequential, written curriculum of activities that will be used in the class.
32
North, Christopher John. "A self-study of outdoor education in secondary teacher education." Thesis, University of Canterbury. School of Sport and Physical Education, 2015. http://hdl.handle.net/10092/10926.
Повний текст джерелаАнотація:
As a teacher educator, I was concerned at the passive roles that pre-service teachers (PSTs) seemed to take in my outdoor education (OE) courses and I believed that more authentic (teacher-like) experiences would assist PSTs to take more active roles. Early in this research I developed a metaphor of PSTs as passengers on the long distance flight (their degree) to the destination (of teaching) to explain some of this passivity.
Using a self-study methodology, I examined a variety of ‘authentic’ learning experiences during a semester-long course. Guided by Schwab’s commonplaces, I accessed perspectives of learners, milieu, teacher educator and discipline to provide me with some certainty about the effects of my teaching.
The authentic learning experiences included my use of transparent teaching (open journaling and thinking aloud), modelling of proposed graduating teacher standards, fatality case studies and handing over control on an OE camp. As the research progressed, it became apparent that my initial framing of the problem of PST passivity was flawed. In particular, the most authentic experiences of teaching on the OE camp did not necessarily result in the active learning I had anticipated.
Through the self-study methodology, I came to realise that authenticity was impeding the learning of some students. I reframed my approach to teacher education and used Schwab’s eclecticism to also acknowledge the equal importance of passive learning, inauthenticity and teacher uncertainty. I argue that this eclectic approach provides a more nuanced and fuller understanding of teaching and learning in the OE course. Finally, I discuss the criteria within self-study for demonstrating improvement and representation of results.
33
Ebot, Tabe Fidelis. "The history of History in South African secondary schools, 1994-2006." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4379_1259564328.
Повний текст джерелаАнотація:
"
This MA thesis investigates the decision to marginalize History in C2005 at a time when there were expectations of the importance of the discipline in a democratic South Africa. It argues that the marginalization of the discipline in C2005 was not solely based on pedagogical reasons, but that it might have been influenced by political agendas. My research provides support for this view with evidence of the procedures inside the relevant government education policy committees. In addition, it explores the debates and processes that led to the reinstatement of the discipline in the Revised National Curriculum Statement for schools that was approved in April 2002 by the South African Cabinet..."
34
Anderson, Jonathan Barney. "Critical thinking and ideology: A study of composition's secondary curricula." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2094.
Повний текст джерелаАнотація:
In 1992 Maxine Hairston "Diversity, Ideology, and Teaching Writing" claimed that instead of teaching writing and critical thinking skills, First year Composition (FYC) instructors were instead using their classrooms as coercive political platforms that were detrimental to students' educational needs.
35
Hakaala, Beatha Ndinelao. "An exploration of the structural, cultural and agential conditions that shape life skills teachers' responses and experiences in teaching sexuality and HIV and AIDS." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017340.
Повний текст джерелаАнотація:
This paper reports findings on how Namibian secondary school Life Skills teachers are exercising their agency to teach or not to teach Sexuality and HIV and AIDS, a subject which is regarded as sensitive and has been surrounded by secrecy and has issues which are cloaked by silence and taboos. The aim of the study was to explore the structural and cultural factors that shape the responses and experiences of Life Skills teachers in teaching sexuality and HIV and AIDS. The study was conducted through observations and interviews with four full-time Life Skills teachers. Document analysis was carried out throughout the study in which lesson plans, portfolios, assessment forms, Life Skills syllabuses, schemes of works, national curriculum documents and subject policy on HIV and AIDS were analysed. The data were analysed by identifying categories, codes and themes using the analytic dualism framework, and the literature review was used to summarise the findings. The study revealed that all teachers operate in an environment that consists of the National structures such as high teacher: learner ratio in their classrooms that they have to teach Life Skills and do day to day counselling, a lack of teaching and learning support material that they should use to scaffold the learning of sexuality and HIV and AIDS, and little time allocated to Life Skills teaching. The same study also revealed that the teaching of Life Skills is hampered by the cultural structures which emerged from teachers’ discourses as evidenced from the data which shows that cultural properties have powers that condition teachers in teaching sexuality and HIV and AIDS. This included learners’ silence in sex-related discussion versus teachers’ position; discourses on the importance of full-time Life Skills teachers in school; comfort in teaching selected topics in Life Skills; Life Skills teachers’ perceptions on parents’ feelings on teaching sexuality and HIV and AIDS in schools, and perceptions on the Life Skills teachers’ position and teaching sexuality and sex education. While the findings revealed that teachers are conditioned by the structural and cultural conditions that acted as constraints to teaching sexuality and HIV and AIDS, the observations revealed agency on their part. The study finding depicts instances where teachers acted in agreement or in contravention of the structural and cultural pressures or conditions in their environments.
36
Amutenya, Laina N. "Understanding how Grade 11 Biology teachers mediate learning of respiration: A Namibian case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017331.
Повний текст джерелаАнотація:
The new curriculum in Namibia has introduced a new approach to teaching and learning requiring teachers to make use of learners’ prior everyday knowledge (PEK) including indigenous knowledge (IK) and practical work/activities. It further emphasizes some variations in teaching methods such as; the use of analogies, the use of mind maps, and so forth with the aim to actively involve learners in the learning process and develop skills to solve global challenges. The emphasis is on understanding of knowledge, skills and the will to use them appropriately throughout their lives. The main aim of this study was to understand and document how Biology teachers mediate learning of the topic respiration. Informed by an interpretive paradigm, a qualitative case study was conducted at two secondary schools in the Kunene region. The participants were selected using a convenience sampling. Data were gathered using three main sources, namely, documents, semi-structured interview questions which culminated into a questionnaire and observations. Triangulation was thus used to give credibility, objectivity and validity to the interpretation of the data. Data analysis in this case study involved a multi-stage process of organizing, coding and categorizing, synthesizing and summarizing. The audio recorded lessons were transcribed into text and I analyzed data using a colour coding technique by segmenting and labelling text to identify descriptions and broad themes in the data. Vygotsky’s Mediation of Learning and Social Constructivism in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) informed the data analysis process. Teacher-learner interactions were the main theme for mediation of learning (social constructivist perspective), hence during analysis I paid more attention to moments where interactions evolved and I used PCK to gain insights in teaching and instructional strategies used by teachers. The findings of this study revealed that: 1) teachers endeavor to use a variety of teaching methods such as the use of a mind maps and question and answer method. Learners were keen to ask questions in order to understand this topic. 2) The study also revealed that a lack of practical activities is one of the challenges teachers are faced with. Based on my research findings, I therefore suggest that there is a need for continuous professional development of biology teachers and capacity building in order to improve both their content and pedagogical content knowledge.
37
Moore, Aldyth Margaret. "A pilot study of commonly held misconceptions in secondary school genetics." Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1001404.
Повний текст джерелаАнотація:
This pilot study was aimed at investigating with the aid of a two-tier multiple choice questionnaire, the misconceptions held by pupils in standards 8 and 10 as well as first year Biology students in the area of senior secondary school genetics. It was found that certain of the children's preconceived ideas were altered by tuition while others were unaffected by either age or tuition and consequently warranted the name misconceptions. Four misconceptions were identified in this study and these were seen to be at the root of the difficulties experienced in genetics. They involved plants being seen to be unable to reproduce sexually, an inability to relate meiosis to genetics, a tendency to cling to the Punnett square algorithm when solving genetics problems despite a lack of understanding of the underlying processes and a failure to see the role of chance in genetics. These misconceptions were seen to have arisen because of certain preconceived ideas which hamper the formation of a suitable conceptual framework. The adoption of suitable teaching strategies appears to be the most likely method of rectifying the problem. However, before this can be regarded as conclusive, further research into the concept development of specific aspects such as sexual reproduction, needs to be done. Studies to investigate the most suitable teaching strategy should also be carried out as well as an investigation into the structure of the curriculum
38
Dzama, Emmanuel Nafe Novel. "Malawian secondary school students' learning of science: historical background, performance and beliefs." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7649_1182745431.
Повний текст джерелаАнотація:
This study explored the problem of poor performance in science among students who are provided secondary school places on merit in Malawi. Existing studies of the problem are inconsistent suggesting that these studies may have shed light on some parts of a complex problem. Questionnaires, interviews and analysis of documents were used to obtain information concerning students&rsquo
conceptions of science, science learning and events that eventuated into the problem in the past. The population for this study was 89 government and governmentassisted secondary schools. From that population eighteen schools were randomly selected from each of the six education divisions in the country. One thousand five hundred secondary class 3 students drawn from randomly selected schools participated. The participating students completed a 31item learning beliefs and practices
questionnaire with items drawn from the science education literature and adapted to the local situation and a selfefficacy and attribution of failure questionnaire. Forty students were interviewed about their concepts of science and science learning. Relevant documents found in the Malawi National Archives were analyzed to determine the origin of the problem.
39
Matsolo, Matjala Lydia. "Perceived experiences that grade seven learners have in learning algebra." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9454_1181559574.
Повний текст джерелаАнотація:
This thesis investigates grade seven learners perceived experiences in learning algebra.Things that learners do and say during algebra lessons and about algebra were investigated. The study was done at one of the previously disadvantaged schools in Cape Town, South Africa.The data were collected through observations, a questionnaire and interviews. Observations were made from the day the topic was started in two grade seven classes. Two different teachers taught the two classes. Focus group interviews were conducted, two group of learners, ten learners from each of the two classes were interviewed. Learners devised a number of strategies for solving problems related to sums and differences. The principal learning difficulties experienced by learners in algebra related to the transition from arithmetic conventions to those of algebra, the meaning of literal symbols and the recoginition of structures. It became obvious then that developing algebraic thinking is not necessarily dependent upon algebraic notation and that the presence of algebraic notation says little about the level of problem solving.
40
Enow, Linda. "Teacher cognition : a study of secondary English teachers." Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/66017/.
Повний текст джерелаАнотація:
Contemporary education research identifies the quality of the teacher as a major determinant in the pace of achievement of the learners. In seeking to understand teacher quality, this study investigates teacher cognition. The premise is: how a teacher thinks during the planning phase of the lesson is paramount in establishing the level of expertise in facilitating learning. However, when presented with a lesson focus, teachers with different levels of expertise demonstrate different thought patterns. The key question is: how do expert teachers think? To attain expert performance, it is vital to capture how experts think. With English being one of the core subjects of the secondary curriculum, and also the language of instruction, it is imperative to focus on Secondary English teachers as the main articipants in this study. The Dreyfus model of expertise has been used to identify and group participants for this study. The focus is to capture the thought processes involved during the lesson planning phase and to study the patterns generated. An in-depth study of the different groups of participants, using multiple data collection methods and data analysis procedures, situates this study within multimethod research. The interpretive framework facilitates an intrinsic understanding of each group; as well as, identification and analysis of patterns across the different groups. Patterns of teacher cognition therefore become ‘overt’. The identification of patterns at different levels of expertise makes the continuum of expertise in secondary English teaching explicit. Progression on this expertise continuum becomes more ‘attainable’ as the characteristics of each level of expertise are identified. With the establishment of cognition, inherent cognitive processes and their interplay have been captured; revealing the mind of the teacher, during lesson planning, as intricate and evidence of the complexity of teaching.
41
Beck, Stacie Elizabeth. "Deoxyribonucleic Acid and Other Words Students Avoid Speaking Aloud: Evaluating the Role of Pronunciation on Participation in Secondary School Science Classroom Conversations." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1088.
Повний текст джерелаАнотація:
Student's verbal participation in science classrooms is an essential element in building the skills necessary for proficiency in scientific literacy and discourse. The myriad of new, multisyllabic vocabulary terms introduced in one year of secondary school biology instruction can overwhelm students and further impede the self-efficacy needed for concise constructions of scientific explanations and arguments. Factors inhibiting students' inclination to answer questions, share ideas and respond to peers in biology classrooms include confidence and self-perceived competence in appropriately speaking the language of science. Providing students with explicit, engaging instruction in methods to develop vocabulary for use in expressing conclusions is critical for expanding comprehension of science concepts.
This study fused the recommended strategies for engaging vocabulary instruction with linguistic practices for teaching pronunciation to examine the relationship between a student's ability to pronounce challenging bio-terminology and their propensity to speak in teacher-led, guided classroom discussions. Interviews, surveys, and measurements quantifying and qualifying students' participation in class discussions before and after explicit instruction in pronunciation were used to evaluate the potential of this strategy as an appropriate tool for increasing students' self-efficacy and willingness to engage in biology classroom conversations. The findings of this study showed a significant increase in student verbal participation in classroom discussions after explicit instruction in pronunciation combined with vocabulary literacy strategies. This research also showed an increase in the use of vocabulary words in student comments after the intervention.
42
Wagner, Brandon Joel. "Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?" PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2127.
Повний текст джерелаАнотація:
Writing-to-learn strategies have been administered in the past to enrich student learning. The purpose of this study was to see if K-W-L prompts in science journal writing could benefit student content knowledge within biology. Two high school biology classes were provided with learning journals. The journals given to the students during the treatment unit were provided with K-W-L question prompts to guide student learning while during the comparison unit students were given an open ended writing assignment. Pre and posttests were administered to determine student-learning gains. Student motivations and opinions of the treatment were collected through student interviews. The combined results were used to determine to what extent could K-W-L prompts in science journal writing influence comprehension of content knowledge. This study found there to be no difference in student learning gains when utilizing the K-W-L literacy strategy versus another free-writing activity. When scored, student K-W-Ls total scores did correlate to student success on unit tests. This opens up the potential for K-W-Ls to serve as an adequate tool for formative assessment. Here the K-W-L could be expanded to enrich student question asking, potentially aid students learning English, and potentially be used by students without teacher scaffolding.
43
Wong, Mei-yuk Eska, and 黃美玉. "The study of principles of accounts in secondary school: vocational or liberal?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957535.
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44
Lai, Lan-chee Nancy, and 黎蘭芝. "A study of secondary three students' proof writing in geometry." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957936.
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45
Karlén, Boman Josefin. "Teaching Activities for English Vocabulary Acquisition : A quantitative study of what activities teachers use to teach vocabulary." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105368.
Повний текст джерелаАнотація:
This independent project investigated which teaching activities were used by teachers of English in Swedish classrooms in order to teach vocabulary, if there were any differences between secondary school and upper secondary school and how the teachers assessed that their activities had worked. Four teachers, two at secondary school and two at upper secondary school, were interviewed. The teachers answered ten predetermined questions about different aspects of vocabulary and how it is taught in a Swedish setting. The results showed that there are both similarities and differences between the educational levels. Teachers at secondary school preferred to use the coursebook and grammar-translation, even though the syllabus is communicative. The preferred activity amongst the upper secondary school teachers was to use reading in order to expand their students’ vocabularies. The teachers assessed their learners in various ways, for example through grammar-translation, book-talks, and national tests.
46
Leung, Lai-yung, and 梁麗容. "Value orientations in junior secondary social studies curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961095.
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47
Schreuder, Glynis Rholeen. "Teacher professional development : the case of quality teaching in accounting at selected Western Cape secondary schools." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1990.
Повний текст джерелаАнотація:
Thesis submitted in fulfilment of the requirements for the degree
Doctor of Education
in the Faculty of Education and Social Sciences
at the Cape Peninsula University of Technology
2014In South Africa the education system has undergone three major phases of change since the inception of democracy in 1994. Such a degree of change requires teachers to adapt and keep pace with each phase. Professional development provides the support teachers need to learn, and be part of, pedagogical transition. The way teachers were trained during their initial training does not match what is required from them a number of years later. Accounting is a subject that has received on-going criticism because of the poor performance of learners and declining numbers of those opting to do the subject. Professional development is crucial in ensuring quality teaching. Research proves that quality teachers ensure quality teaching and improved learner performance. Goldhaber (2002:2) suggests that providing learners with good teachers is crucial. The main purpose of this research was to examine the teaching of Accounting in schools in the Western Cape within the concept of quality. The aim is to understand what professional development programmes Accounting teachers are engaging with and what the effect is of such initiatives. Phenomenology is used as the theoretical strategy for this research. The main epistemological assumption is that a way of knowing reality is through exploring the experiences of others regarding the phenomena being investigated: namely quality teaching in Accounting and professional development of teachers of Accounting. Experiences and voices of respondents were the medium through which I explored the teaching of Accounting and the extent to which, and ways in which, professional development activities they engage in affect their teaching as well as, ultimately, the performance of learners. A mixed methods approach, framed within an interpretive paradigm, was used in this study. Both qualitative and quantitative data were collected and analysed. Multi-stage sampling was used to identify the districts, the schools and teachers for the questionnaires. All subject advisers from the districts sampled were interviewed. The teachers for the interviews were purposively sampled. Semi-structured interviews were conducted with teachers and subject advisers in the Western Cape in order to elicit their views on the phenomena being studied. Teachers completed questionnaires that included both quantitative and qualitative data. The questionnaires were designed to facilitate teacher reflection on their beliefs about what constitutes quality teaching in Accounting, as well as their current practices, and to provide information on the professional development activities they were engaged in. Data revealed that there are many teachers who are successfully providing quality teaching. There are, however, many schools where learners are not receiving quality teaching and there is thus a need to reform teaching practice. The findings indicate that professional development has a large role to play in updating and upgrading teachers’ skills and subject knowledge. The need for updating the content knowledge of teachers and for transforming their pedagogical practice are areas that should be dealt with urgently to correct declining trends in the performance of learners offering Accounting at school level. This thesis concludes with recommendations for improving the quality of teaching in Accounting that aim to enhance learner performance in the subject. Recommendations are made for professional development opportunities that transform and improve teaching practice with the final aim of leading to improved learner performance. Recommendations for further research in the field of Accounting at school level are included.
48
Kwong, Ka-to, and 鄺嘉圖. "An analysis of geometry in the junior secondary school (grade 7-9) mathematics textbooks from England, Hong Kong and Chinese Taipei." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198864.
Повний текст джерелаАнотація:
This dissertation is intented to explore the similarities and differences of pedagogical characteristics in geometry though analyzing the contents of the junior Secondary school (grade 7-9) mathematics textbooks of England, Hong Kong and Taipei.
By studying the topic of “Relationships for angles at a point, angles on a line, vertically opposite angles, angles associated with a transversal cutting parallel lines and perpendicularity” of the textbooks, the textbooks of the three places have demonstrated how they organize the contents to achieve the various aims with different means and different emphasis. For English textbooks, their contents are characterized by using geometric intuition for verifying the properties of geometric objects and the theorems. On the contrary, for Taipei textbook, their contents are characterized by the extensive use of deductive reasoning and proof for verifying the properties of geometric objects and the theorems. Lastly, for Hong Kong textbooks, their contents are characterized by encouraging conjecturing through various explorative activities.
For developing students’ cognitive thinking in geometry, the progress of developing students’ level of sophistication in deductive reasoning is depended upon their age for England while Hong Kong and Taipei do not. Process of visualization is commonly used in the three countries for enhancing the reasoning process and various apprehensions of geometric objects. On the other hand, Hong Kong and Taipei textbooks tend to apply more on the process of reasoning in the teaching activities while English textbooks apply more on the process of construction.published_or_final_version
Education
Master
Master of Education
49
Li, Fung-yee, and 李鳳儀. "Implementing student self-assessment in a secondary four writing classof a local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944863.
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50
Ho, Kin-cheong. "A study of stress experienced by teachers using IT in teaching." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24700794.
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