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This study compared two representations for teaching fraction equivalence. It traced the implications of both representations on the student’s comprehension of fractions as well as their ability to perform operations with fractions. The participants in the study included 65 sixth grade students in three extant classrooms. Two classes were instructed using the textbook representation while the third class received instruction using a representation presented by Van de Walle and recommended by the National Council for Teaching Mathematics. Data were collected from pre-tests, post-tests, student work samples, field notes and a semi-structured interview. Qualitative analyses were used to analyze the data. Items were coded for procedural and conceptual understanding and categorized into levels of proficiency. Additionally, items involving operations with fractions were coded for error patterns. Conclusions were drawn about how the different representations affected student comprehension and faculty with fractions.

Today, numerous universities around the world are struggling with ever growing financial limitations arising from the education market and governments that control educational funding. At the same time, despite increasingly limited finances, educators must offer the same high quality of instruction that they always have to ensure their students' success in the future while working with diminished resources and funds. Current pressure leads universities and foreign language educators to seek new ways to optimize education and learning. Intensive methods can be considered a part of a solution. The current paper will not focus on the effectiveness of intensive language programs, but rather on intensive language instruction and methodologies that have been developed and are in the process of continuous development as education changes. This paper will discuss intensive methods both in their theoretical framework and practical applications. As most of the methodologies used in intensive instruction were developed in the former Soviet Union and now in Russia, this paper will also focus on Soviet and Russian developments of teaching methodologies during the past century. / text

This paper is a comparative study of the effectiveness of two methods of teaching a structured introductory art appreciation course for ninth grade students.

The problem of this study was to evaluate the traditional method of teaching reading and the modern method of teaching reading as they influence personality, interest, mental health, and behavior.

This thesis investigates the use of drama as a teaching tool in religious education within the context of sacramental preparation. The research is informed by educational theories which suggest that arts education and religious education both rely on aesthetic knowing to construct meaning.The theories which underpin this research claim that this form of knowing honours the students’ freedom to form their own understandings and will be achieved through critical reflection and experiential methods which engage heart, spirit and mind. Drama is one such method and therefore this thesis contends that drama and religious education are indeed ‘a match made in heaven’.

This investigation was designed to research the Islamic education curriculum (I. E. C.) for secondary schools in Kuwait. The investigation covered the major elements of the Islamic education curriculum, namely the aims, the textbooks, teaching methods, aids and activities and the styles of assessment. The methods which were used to collect the data for this research were the questionnaire and the interview. The research population included: teachers of the I. E. C., supervisors, students of the 10th grade secondary schools. The findings indicated that in theory the I. E. C.’s aims seem to be comprehensive, covering all the aspects of student development. But, unfortunately, there were no real applications for all those aims in the practical teaching of the I. E. C., whether one examined the textbook, teaching methods, or styles of assessment. The topics of the textbook generally focused on the theoretical aspects of the I. E. C. and some of those topics were repetitive. Teaching methods were traditional and focused on telling by the teacher, with a lack of modern teaching methods to encourage the student to take an active role in the learning process. In addition, there was a clear lack of modern educational aids like audio visual equipment. Finally, the style of assessment was traditional aimed at measuring the students' knowledge, without paying attention to measuring other aspects of student achievement. This thesis is divided into eight chapters. Chapter One, outlines the general approach for studying problems related to the Islamic education curriculum in Kuwaiti secondary schools. There are clear weaknesses in the Islamic education curriculum in secondary schools. One of the most important is the absence of any explanation of the way in which the I. E. C. deals with the negative changes that are taken place in Kuwaiti society after the Iraqi aggression in 1990 and this is the main focus of the chapter. In Chapter Two, the educational system in Kuwait is discussed in detail from Al-katatib to the modern schools. The aims of each stage of the Kuwaiti educational system are also discussed. Chapter Three examines the background of the Islamic education in general and its sources, examining in particular what is the general aim of Islamic education and how this relates to the Kuwaiti context. Chapter Four, identifies previous studies of the curriculum in general. It examines definitions of the curriculum in general, the aims and their classification, the content of the textbook, the types of teaching methods and their importance in the learning teaching process and finally the style of assessments and their role in the learning process. This material is then related to the learning process in Kuwait and particularly its connections to the I. E. C. In the second section of this chapter previous studies which evaluated the Islamic education curriculum in Kuwaiti schools (especially the I. E. C.’s role in confronting the negative changes taken place in the Kuwait society) are examined. Chapter Five critically discusses the methodology, which was used in this research. Chapter Six examines the statistical result of the research. Chapter Seven then discusses and analyses the research findings. Chapter Eight ends the thesis with make a series of recommendations and conclusions based on the research findings.