Дисертації з теми "Teaching community"
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Oesch, Gary Robert. "Teaching Excellence: Perceptions of Community College Students." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001299.
Повний текст джерелаRobertson, Prudence Jane. "Research and teaching in a community of inquiry." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2937.
Повний текст джерелаCameron, Nancy G. "Best Practices for Online Teaching: Building a Learning Community." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7043.
Повний текст джерелаSamhaber, Carol Ann. "Canadian Community College Faculty and Teaching and Learning Professional Development." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1394.
Повний текст джерелаClinnin, Kaitlin M. "Moving from "Community as Teaching" to "Community as Learning": A New Framework for Community in Higher Education and Writing Studies." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491222371780264.
Повний текст джерелаScales, Renay Ford. "Ethics of Teaching: Beliefs and Behaviors of Community College Faculty." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3212/.
Повний текст джерелаCarreon, Orlando. "Effective Teaching of Chican/Latin Students| A Community Responsive Approach." Thesis, University of California, Davis, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10934196.
Повний текст джерелаThe search for effective teaching methods of Chican@/Latin@ students reached a new level of complexity when it was found that Chican@/Latin@ students who participated in the Mexican American/Raza Studies program (MARSD) in Tucson, Arizona were outperforming their White counterparts in academic achievement measures (Cabrera, Milem, Jaquette, & Marx, 2014). Rather than praise the MAS program and direct educational researchers to learn and replicate the effective teaching strategies of the program, powerful educational stakeholders sent lawyers and passed legislation HB 2281 which created the legal rationale to terminate the program (Cabrera et al., 2014). This raises the question: How serious are we as a society, including the field of Education, about closing achievement gaps and learning about effective teaching strategies of Chican@/Latin@ students? History may have the answer.
We know that the field of Education has historically failed Chican@/Latin@ students and other working class students of color in general (Duncan-Andrade, 2005b; Ladson-Billings, 1998; Noguera, Hurtado, & Fergus, 2013). Research in education of Chican@/Latin@/Chicano studies has extensive data illustrating school failure in the form of “drop out” or “push out” rates, low graduation rates, and low performance on academic achievement measures, for Chicano/a students (Luna & Revilla, 2013; Yosso, 2006). When you add that in places like California, Chican@/Latin@ students represent more than 53% of students enrolled in public schools, understanding how to effectively teach the largest demographic population becomes an ethical concern (California Department of Education, 2013-2014).
This study examines effective teaching of Chican@/Latin@ students in Hope Valley (pseudonym). I use survey instruments to ask Chican@/Latin@ college students from Hope Valley Community College to identify the most effective teachers in their K-12 experience. This form of community nomination is unique in the educational research in that it honors the pedagogical knowledge of young adults, rather than the conventional sources of knowledge (e.g., teachers, parents, scholars, and other educational researchers). The results of the survey lead me inside the classroom of these community nominated teachers, where I use ethnographic methods to learn about their efficacy as identified by their former students. This study asserts that a strengths-based community responsive approach to understanding effective teaching of Chican@/Latin@ students increases local capacity for community members and educational stakeholders to build on the unique pedagogical strengths of their own community.
Hurt, Joy F. "Community College Instructors' Perceptions of Online Teaching and Learning: A Study of a Rural Community College." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1417.
Повний текст джерелаJedele, Randall Eugene. "Teaching and learning in community a phenomenological study of community college faculty pedagogy and learning communities /." [Ames, Iowa : Iowa State University], 2007.
Знайти повний текст джерелаAguilar, Darla Jean. "Calculator Use In Developmental Mathematics in a Community College." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194530.
Повний текст джерелаFranklin, Joseph W. "The Attributes, Teaching Effectiveness, and Educational Commitment of Part-time Faculty in North Carolina Community Colleges." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2678.
Повний текст джерелаChang, Benjamin Johnson. "The platform liberatory teaching, community organizing, and sustainability in the inner-city community of Los Angeles Chinatown /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=2023856761&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Повний текст джерелаElder, Vivian Kathleen. "Benchmarking the Use of Learner-Centered Teaching Practices in Missouri Community Colleges." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618659.
Повний текст джерелаLearner-Centered (LC) teaching focuses on shifting the role of an instructor from a provider of information to a facilitator of learning. Several Missouri community colleges have declared themselves LC institutions through use of the term in their mission statements and/or strategic goals. Although a metric for demonstrating this commitment, in the form of a rubric created by Dr. Blumberg (2009) existed, it was not in common use at the time this study was conducted. Additionally, a void existed on how the traits of LC instructors differed, if at all, from the traits of more traditional instructors. This quantitative, causal-comparative study attempted to address these two issues. The survey instrument used in this study was designed to rate the use of LC teaching methods by faculty using, with permission, Dr. Blumberg's rubrics. The survey also allowed the researcher to look for significant differences between faculty members' use of LC teaching methods and his or her training in pedagogy, teaching experience, and academic discipline. Analysis of results indicated respondents rated themselves at a high level of transitioning toward LC teaching methods. Respondents who reported receiving training in pedagogy from professional development (PD) provided outside their employer and faculty in the field of Oral and Written Communication were associated with significantly more LC teaching methods. Respondents who reported receiving their training in pedagogy from employer-provided PD were associated with significantly less LC teaching methods. Notably, no significant difference in the use of LC teaching methods was found among respondents with differing years of teaching experience. These findings imply changes to PD strategies, curriculum, and hiring policies may be the most effective should an institution wish to increase the use of LC practices by its faculty.
Schulz, Leslie. "Anatomy and Physiology Syllabus for Community Colleges." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2500/.
Повний текст джерелаWiggins, Haley Lynn. "A Learner-Centered and Participtory Approach to Teaching Community Adult ESL." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd588.pdf.
Повний текст джерелаCornwall, Timothy Brooke, and cornwall@inet co th. "Seminar Leader Effectiveness: Teaching Short Courses in the Thai Business Community." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070201.162658.
Повний текст джерелаWoodward, Nakia J. "Teaching Public Health Principles to a Medical School Community Medicine Rotation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8837.
Повний текст джерелаCole, Carol Slagle. "An investigative analysis of teaching business ethics in Tennessee community colleges." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-1110103-135929/unrestricted/ColeC120203f.pdf.
Повний текст джерелаTitle from electronic submission form. ETSU ETD database URN: etd-1110103-135929. Includes bibliographical references. Also available via Internet at the UMI web site.
Johnson, Gindlesparger Kathryn Julia. "The Ethics of Giving: Teaching Rhetoric in One Community Literacy Program." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/193570.
Повний текст джерелаWissbeck-Kittel, Claudia Eleanore. "Teaching the reading/writing connection in the diverse community college classroom." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1992.
Повний текст джерелаInzerilla, Tina Elaine. "Community college faculty's teaching social networks and their implications for librarians." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/62700/1/Tina_Inzerilla_Thesis.pdf.
Повний текст джерелаMason, April L. "Enhancing Social Cognition and Promoting Social Justice: Teaching Literature in the Developmental Classroom." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563458723691485.
Повний текст джерелаWestover, Jay Allen. "Integrating environmental education into the curriculum through environmental community service learning." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2083.
Повний текст джерелаCampbell, Lynn M. "Just community a model of congregational development founded in Catholic social teaching /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/LCampbell2007.pdf.
Повний текст джерелаVetter, Matthew A. "Teaching Wikipedia: The Pedagogy and Politics of an Open Access Writing Community." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427278094.
Повний текст джерелаde, Novais Janine. "Brave Community: Teaching and Learning Race in College in the 21st Century." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052859.
Повний текст джерелаHall, Carmen L. "Beyond Physical Inclusion| Teaching Skills in the Community to Enhance Social Inclusion." Thesis, Saybrook University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10287778.
Повний текст джерелаAlong with the deinstitutionalization movement, supports for persons with Intellectual Disabilities (ID) have shifted to promotion of person-centered supports inclusive in the community. Although successes have occurred regarding physical inclusion, skill building and social inclusion have not fared as well for those with more significant disabilities. This study evaluated a 5-week intensive, behavioral, specialized training and skill-building program for transition-age youth and emerging adults with more significant intellectual disabilities in a community college setting that utilized Applied Behavior Analysis (ABA) and Positive Behavior Support (PBS) strategies. Eighteen persons with significant IDs participated in the study in a mixed methodology research design. Through voluntary sampling, eight participants received the intervention first, in Group 1, and ten participants received the intervention second, in Group 2, through a quantitative switching replications design. Results were analyzed with a sequential explanatory approach for mixed methodology research. The results demonstrated a statistically significant increase when participants were in the intervention group, as compared to acting as the control group, on the Verbal Behavior Milestones Assessment and Program Plan (VB-MAPP), which measures social and communication skills. A similar pattern was trending towards significance on the Assessment of Functional Living Skills (AFLS). No statistically significant difference occurred on the Adaptive Behavior Assessment System (ABAS-3). Subscales on the San Martin Scale (SMS) for Quality of Life demonstrated statistically significant interaction effects for five of six subscales, when individuals were in the intervention group, but the treatment gains did not maintain after the intervention ended. The multiple-probe across-behaviors design demonstrated that participants were able to gain one to three skills while in the intervention, but, again, little carry-over effect was found on skills in baseline until the skill teaching was implemented. Further analysis demonstrated high satisfaction on the part of caregivers. Qualitative focus groups demonstrated a significant dichotomy between Theme 1, Fitting into a System, which did not meet individual needs, and Theme 3, Learning is Meaningful, which described successes and skill increases from the intervention as seen by caregivers. Results provided evidence that a short-term behavioral intervention can be effective in increasing skills, demonstrating satisfaction, and improving quality of life, combining a focus on behavior with one deriving from the disability rights movement.
Marrujo-Duck, Lillian Elizabeth. "Talking Ourselves into Outcomes| Teaching, Learning, and Equity in California Community Colleges." Thesis, San Francisco State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10742846.
Повний текст джерелаThis qualitative collective case study explored the experiences of faculty members in the social and behavioral sciences and SLO coordinators at community colleges in California as they engaged in student learning outcomes assessment (SLOA). Semi-structured interviews with eight faculty members and five student learning outcomes coordinators revealed common goals among the participants to use education to inform social change. Engaged student learning outcomes assessment practitioners shared characteristics with Rogers' (2003) early adopters. Participation in SLOA led to an invigoration of the teaching experience. Strategically-integrated dialogue among students in the classroom, faculty within departments, and across divisions within the institutions facilitated institutional change. Engagement in SLOA led to changes in teaching practice that align with research findings on best practices in higher education and participants perceived themselves to be better teachers as a result. However, participants were reluctant to claim responsibility for student learning or to identify improvements in student learning as a result of SLOA. Still, they were willing to consider the potential of SLOA as a tool to close achievement gaps. Recommendations focus on policy, leadership, and institutional strategies for increasing faculty engagement in SLOA.
Evans, Kimberly. "The community of Fontana: An integrated approach." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/444.
Повний текст джерелаClements, Andrea D., and Steve Cockerham. "Problems (and solutions) in Online Teaching." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/7310.
Повний текст джерелаMottley, Melinda. "The Cultivation of a Teacher in a Classroom Community." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/42778.
Повний текст джерелаMaster of Science
Stuckey, Bronwyn. "Growing online community core conditions to support successful development of community in internet-mediated communities of practice /." Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080911.092048/index.html.
Повний текст джерелаBirkenbeuel, Grace. "Learning Through Privilege: My Teaching and Educational Journey." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/130.
Повний текст джерелаWhatley, Amanda L. "The Happy Kitchen: Community Designed Cooking Classes." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804956/.
Повний текст джерелаGerkin, David. "The impact of a first -year learning community on student persistence: Perceptions of community college students." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/666.
Повний текст джерелаClements, Andrea D. "Problems (and solutions) in Online Teaching II." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/7307.
Повний текст джерелаSattler, Victoria. "Understanding the meaning of an international community focused teaching-learning experience in Peru." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Fall2009/v_sattler_111909.pdf.
Повний текст джерелаSchwartz, Carol A. "An Analysis of Instructional Practices of Contingent Faculty in Community Colleges." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1352149067.
Повний текст джерелаDriskell, Catherine A. "Critical Voices in Action: Teaching for Social Justice in Community-based Art Education." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/art_design_theses/32.
Повний текст джерелаKovalainen, M. (Minna). "The social construction of learning and teaching in a classroom community of inquiry." Doctoral thesis, Oulun yliopisto, 2013. http://urn.fi/urn:isbn:9789526202020.
Повний текст джерелаTiivistelmä Väitöstutkimus tarkastelee oppimisen ja opetuksen sosiaalista rakentumista luokassa, jonka toimintakulttuuri rakentuu tutkivan yhteisön periaatteille yli oppiainerajojen. Tutkimuksen teoreettinen viitekehys perustuu sosiokulttuurisille ja sosiolingvistisille oppimis- ja opetuskäsityksille. Tästä teoriataustasta käsin tutkimuksen tavoitteena on tarkastella tutkivan yhteisön periaatteille rakentuvan toimintakulttuurin prosesseja ja ehtoja tapaustutkimusluokassa. Lisäksi tutkimuksen pedagogisena tavoitteena on kehittää suuntaviivoja merkitykselliselle, oppilaskeskeiselle ja ongelmalähtöiselle oppimiselle. Tutkimusprojekti toteutettiin laadullisten tapaustutkimusten sarjana. Tutkimuskohteena ovat seitsemäntoista suomalaisen alakoulun 3. luokan oppilasta ja heidän opettajansa. Tutkimusaineisto koostuu yhdeksästä tunnista videoituja oppituntitilanteita filosofian, luonnontiedon ja matematiikan oppiaineissa. Koko luokan vuorovaikutustilanteita sisältävät litteroidut videotallenteet analysoitiin yksityiskohtaisin, mikro- ja monitasoisin analyysimenetelmin. Tutkimustulokset osoittavat, että tapaustutkimusluokan sosiaaliset vuorovaikutustilanteet rakentuivat vahvasti jäsenten väliselle, monenkeskiselle vuorovaikutukselle. Pelkän informaation vaihdon sijaan tiedon luonne tutkimuskohteena olleessa luokassa perustui yhteiselle näkökulmien jakamiselle, tarkentamiselle ja perustelemiselle. Luokan oppilaat ottivat vastuuta tiedollisista neuvotteluista, kun taas opettajan vastuu kohdentui enemmänkin vuorovaikutuksen ohjaamiseen yhteisten keskustelujen aikana. Kuitenkin opettaja astui esiin luokan vuorovaikutustilanteissa välillä myös analyyttisenä asiantuntijana. Opettajan tuki määrittyi luokan vuorovaikutustilanteiden kautta, ja se vaihteli määrältään ja laadultaan opettajan ollessa vuorovaikutuksessa osallistumiseltaan erilaisten oppilaiden kanssa. Kaiken kaikkiaan tutkimustulokset osoittavat, että opettajan ohjaus luokkayhteisössä tuki tutkivan yhteisön rakentumista niin tiedollisesta, sosiaalisesta kuin sosioemotionaalisesta näkökulmasta
Ryan, Keeley. "Community-based materials development : using digital storytelling for teaching and learning Indigenous langauges." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/57760.
Повний текст джерелаEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Delgado, Manuel E. (Manuel Eduardo) 1949. "Spicket River Greenway Project, Lawrence, MA : teaching & learning design with the community." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8689.
Повний текст джерела"June 2001."
Includes bibliographical references (leaves 69-70).
This research deals with three different issues. The first two, a site and a community, with their own possibilities and constrains, are going to be the protagonists of this adventure. The third one, the architect-planner, trying to play the role of a facilitator in the process, will translate their needs, rules and solutions into a comprehensive plan that should be suitable for the other two. Interpreting the rules of design, as a tool, the architect here would like to perform his role as a medieval alchemist, acting and waiting in expectation, trying not to interfere to allow the process to flow, but aware that transformations also involves oneself. The main source for this research is the teaching-learning experience at the Young Architects Program, with whom the author is going to share the discovery of the site and the envisioning of a better future. His personal goal is to explore the intimate relationship between ideal form, originated in the minds and images of each one of us, compared with the possibilities for realization after the filter of social, political and economic forces. This will be a teaching and learning experience to confront utopia and reality, within a given urban design problem. The experience of the first four months has been recorded in seven chapters and six journals, that in the form of a diary, carry the observations and reflections of the first approach to the case studied, as the result of the everyday contact with the space and the people.
by Manuel E. Delgado.
S.M.
Campbell, Philip Jude. "Witnesses with a microphone| Teaching and learning in a hip hop literacy community." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10244147.
Повний текст джерелаHip-hop is a powerful vehicle for student expression. Many young people today see hip-hop music as an outlet for expression and many of the adults, be they teachers, parents, or law enforcement, are often dismissive of the expression. Schools focused on meeting mandates handed down from departments of education and other political bodies are more interested in competing for scores and they often fail to listen to the people that our society marginalizes most. Educators need to learn to listen to what students have to say through their behavior, their dress, their music and their art, especially music. Unfortunately, the elements that characterize hip hop culture, specifically, graffiti, music, dress and poetry are often intimidating for adults and make them uncomfortable. This seems to be especially true in schools where hip hop is viewed as counter-productive to the goals of education. Like other styles of art however, hip hop serves as a vehicle for “expressing a range of feelings” that teenagers might otherwise suppress or channel into negative behavior. Allowing students the opportunity to use writing to communicate something meaningful and really paying attention to what they write has to be a primary responsibility of teachers.
This participant observation research project looks at the ways in which the participants in an extra-curricular hip hop music production club contribute to the teaching and learning that take place within a community of practice. Using the four dimensions of critical literacy (Lewison, Leland, & Harste, 2008) the data shows how participants in the program moved from the questioning the hip hop music presented in mainstream culture to creating their music that promotes social justice.
Rachelson, Anouchka. "The Role of Community College Faculty in Teaching and Learning for Sustainable Development." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/300.
Повний текст джерелаChang, Kuang-Hua, and 張光華. "Adult Teaching Techniques in Community Hypertension Education." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/68843223703817869581.
Повний текст джерела國立中正大學
成人及繼續教育所
98
The purpose of this experiment is to demonstrate the importance of applying adult teaching technique when promoting health through community educational programs. The experiment involved two different community health education programs concerning hypertension. The first program was taught with adult techniques, while the other was taught with the traditional method. The data shows the group that was taught with adult techniques yielded much better results, emphasizing the importance of understanding the characteristics of adult learning in promoting community health educational activities. The subjects of these tests were two groups of forty-five-year-old and older adults from the two communities Huaxia 2nd Village Xitun District, Taichung (Experiment Group 1, N=39), and Dapeng Xin Cheng (Experiment Group 2, N=35). Group 1 was taught the hypertension education program with the adult teaching techniques while Group 2 was taught with the traditional method. Before the community educational plan began, the pre-assessment showed no noticeable difference between the two groups regarding knowledge, attitude, and preventive method of hypertension. After conducting two different educational plans, both groups showed changes in all aspects. However, Group 1 received higher scores than Group 2 especially in the preventive behavior category; Group 1 scored(P≦0.01)higher than Group 2. From the pre-assessment and the post-assessment, we see a remarkable improvement for Group 1 in all three categories: knowledge of hypertension, attitude, and preventive behavior. For Group 2, the post-assessment showed improvement in the knowledge of hypertension only. Thus, we can conclude that the community health educational plan is an excellent way for adults to learn accurate healthy knowledge. However, when a community health education conforms to the adult learning theory, the residents not only grow in knowledge but also learn the right attitude and right preventative behavior. On the other hand, the traditional teaching method assists residents in learning more about the knowledge but does not help change their attitude and behavior. The post-assessment shows Group 1 achieved a noticeably higher score in the preventative behavior category than Group 2. To analyze the differences among different age groups and education levels, I conducted an ANOVA test and compared the results. From the different age groups, ages 45-64 of the two groups had a P≦0.05 difference on hypertension preventative behavior. The two 75-year-old and up groups had a P≦0.01 difference on the same test; this new learning technique is more effective with older subjects. When comparing education level to score, the results showed a P≦0.05 difference between two groups of residents who had middle school and under education in hypertension preventative behavior category. The difference between two groups of residents who had high school and up education is P≦0.01; adult teaching techniques have a stronger effect on residents with higher education. After the hypertension lesson, both groups had a chance to express their degree of satisfaction for the lesson each group received. Group 1 expressed higher satisfaction rate on “the volume is appropriate”, “the size of the font is right”, “the lesson is taught in a way that is easy to remember”, and “the overall satisfaction.” This data again confirms the hypothesis that people will obtain a higher degree of satisfaction when they attend a lesson that follows the adult learning theory. In summary, according to the findings, when the community hypertension health education was taught in line with the adult learning theory, the learning outcome is superior. The residents in Group 1 who were taught with adult learning characteristics in mind had better understanding of hypertension knowledge, attitude, and preventative behavior. The findings may serve as a reference for other organizations when promoting the health through community education.
Hong, Ling-Yi, and 洪伶怡. "A Study on Community University Teachers' Teaching Practice." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/25463501857138823735.
Повний текст джерела東海大學
教育研究所
97
This study is to probe into community university teachers’ ways of thinking and teaching practices. This study includes three main aspects. First, it is to delve into the connotation of community university teachers’ thinking. Second, it is to probe the state of community university teachers’ teaching practices. Third, based on the conclusion of this study, some suggestions on community university teachers’ professional development will be made. To achieve the above purposes, this study adopts a qualitative approach to conduct the research. Five interviewees from a community university in central Taiwan were sampled by the researcher, and these five teachers had taught in one curriculum. Drawing upon an integration of interview and observation, the conclusion and suggestion of this study are presented as follows: This research presents two conclusions on teachers’ thinking and teaching practices. First, with respect to teachers’ thinking, this study proposes: 1. Perspective on community university. 2. Thoughts on the curriculum for community university teachers 3. Views about teachers’ role. 4. Understanding of adult learners’ characteristics. In the next place, teaching practices embrace five items: 1. Teachers design flexible curriculum, and put adult learner's need and interests into full cosideration. 2. Teachers fill the teaching with vitality, and integrate self-produced teaching material with narration resources. 3. Teachers make good use of the auxiliary teaching material to activate teaching methods and strategies. 4. Teachers use multiple ways of evaluations and encourage students to participate enthusiastically in learning activities. 5. Teachers create a good classroom atmosphere, and raise consciousness of co-learning. In addition, based on the conclusion of the study, there are suggestions on practical application and future researches.
Kalyawongsa, Suchat. "Teaching-learning transaction in community/forestry in Thailand." 1993. http://catalog.hathitrust.org/api/volumes/oclc/28652439.html.
Повний текст джерелаTypescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 132-137).
Yang, Cheng-Hsun, and 楊承勳. "An Action Research to Popularize the Teaching Knowledge Community." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/05184588447730237262.
Повний текст джерела輔仁大學
資訊管理學系
96
There are studies focusing on knowledge communities for elementary and senior high school teachers. However, there are very few studies focusing on knowledge communities in universities. This study based on the teaching knowledge community established by Lu (2007), the focus of this study is to popularize this community. This study adopted an action research and explores the factors that may influence the teacher’s participation. The following results were obtained from our observations: 1. Requirements of community system and Popularization University teachers have very diverse needs for teaching knowledge. Administrator should aim at specific groups of teachers and fulfill their needs of teaching information and knowledge. Promotions through the teachers’ activities e-paper and cooperation with related institutes and network are effective to increase popularity. 2. Content planning and construction After providing fruitful information to special groups (e.g. TAs), administrator must highlight the primary issues and structure all pages for them. 3. Participating and sharing Motivation Teachers are not used to edit wiki pages or post blogs. The best way for them to share opinions, experiences and knowledge is through posting questions and answers on discussion forum.
CHEN, HUNG-CHI, and 陳泓旗. "A Research on Teaching Charisma of Community University Teachers." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/37719119181878200676.
Повний текст джерела國立高雄師範大學
成人教育研究所
105
Abstract The study is to explore the teaching charisma of teachers in the community university. There is no evident distinction and definition between teachers’ charisma and excellent teachers in most of the related literatures. Usually, excellent teachers are also charamatic teachers. Based on literatures, the study defines teaching charisma as synthetic moving power which allows teachers to employ proper teaching methods to attract and help learners to learn effectively, to build up the rapport between learners and teachers as well as comfortable and inviting learning atmosphere. Such power also allows teachers to stimulate learners to realize their potential, to change their perspective and to affect them to keep learning. There are three expressive characteristics of teaching charisma: First, the courses of the teacher are popular amongst the learners. Second, the teacher is very knowledgeable on what he or she taches and equipped with excellent teaching skills that learners can learn knowledge, attitude and skills effectively. Third, learners have positive comments for the teacher and are willing to attend the courses and learn continuously. Based on these characteristics, the participants of the study have to meet the following critieria: First, the course or the teacher has been awarded with some kind of recognition or hornor. Second, the teacher whose course is popular can opened courses for more than four terms continuously with more than 20 learners in each term. A community university in Kaohsiung is the research venue. Three classes which are fulfilled with the two conditions in the second semester of 2015 were chosen, and a teacher and three learners in each class were interviewed in-depth. The research analysis is based on the structure of three levels of relationship in adult learning proposed by Daniel D. Pratt. They are: learners and contents, learners and teachers, contents and teachers. Besides, the learners’ comments for the course and their motivations for attending the courses are also discussed in the study. Through analysis, synthesis, and integration, the conclusions and recommendations are as follows: Conclusions: 1. Teacher has broad knowledge about the subjects can form the foundation of teaching charisma. 2. Teachers’ teaching rationales have an important influence on teaching charisma. 3. Excellent teaching methods and skills can enhance teaching charisma. 4. Good relationship between teachers and learners has positive effect on teaching charisma. 5. Learners comments for the class have positive relationship with teaching charisma. 6. The learners require the courses to meet the needs for knowledge, leisure, interpersonal skills as well as personal growth and etc. in order to attend the courses. Suggestions: Suggestions for community university teachers: Teachers need to constantly enhance their knowledge, reconsider their teaching rationale, develop teaching skills and build up good relationship among teachers and learners and learning and teaching atmosphere. All of them can enhance teaching charisma. Suggestions for community university: Community university should increase interdisciplinary-incorporated courses or sessions of courses to establish the leteral connection among knowledge. It should also encourage teachers of different classes to observe each other’s class and learn from one another. Opportunities for establishing relations among community university teachers and sharing teaching skills should also be provided. All of them can help teachers with teaching skills and class management to enhance teaching charisma and attract learners to learn in the community university. Suggestions for further research: As to further research methods, quantitative studies can be implemented for large scale research. As to study samples, different areas and more subjects can be involved. Keywords: community university, community university teacher, teaching charisma
Sagna, Bakary. "Effectiveness of Remedial Mathematics Supplemental Instruction: a Community College Study." Thesis, 2019. https://doi.org/10.7916/d8-b4ev-fr06.
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