In this study the status of the active learning methods of teaching employed in Teachers‟ Training Colleges in Ethiopia was examined from the perspective of the trainee-teachers and their lecturers. Factors relating to active learning were discussed within the framework of the social-cognitive constructivists‟ theory, as learning (knowledge construction) requires the direct involvement of an individual, as well as interaction with the social environment. Three main groups of learning theories were investigated, namely the behavioural, the cognitive and the constructivist theories. The behavioural theories emphasise the transmission of information from the teacher to the learner, whereas the cognitive and constructivist theories emphasise the learners‟ construction of knowledge from their own experiences and their interaction with one another. The methods and strategies for teaching Geography in Ethiopian Teachers‟ Training Colleges were also discussed. The empirical research investigated the perceptions of trainee-teacher and lecturers regarding active learning methods at their respective colleges, the current teaching-learning methods and strategies that the trainee-teachers employ, how they experience the current teaching methods and approaches and other related matters, such as class size and facilities, the integration of assessment with active learning, the teachers‟ attitudes towards active learning, whether or not the lecturers receive short-and long-term training on active learning, the support obtained from the managing body, and whether or not any guidelines existed. Interviews were conducted as embedded research that was intended to supplement the quantitative findings. The results of the empirical investigation indicated a lack of systematic and appropriately organised active learning at college level. Some of the barriers that profoundly hindered the use of active learning pedagogies are the lecturers‟ tendency to maintain the traditional (lecture) method of teaching, insufficient pre-service and in-service training, the large class sizes, the lack of administrative support, the scarcity of resources/facilities, the lack of integration between assessment and active learning, and finally, the absence of guidelines. Pertinent information was extracted from the relevant literature and the empirical study to develop a model to address the problem of active learning in Teachers‟ Training Colleges. Thus, a Model of Active Learning, which is relevant to the teaching of the learning of Geography at College level in the Ethiopian context, was developed. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

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The purpose of this study is to investigate the teacher change process and extend our understanding of how variability in the ways that primary school teachers in Bangladesh implement innovative pedagogical practices, such as active learning, reflects variations in their understanding, attitude, experience, and skill in the use of those pedagogical approaches. Multiple forms of data gathering were employed based on the concerns-based adoption model (CBAM) including an open-ended statement of concern, interviews, and class observations from a purposive sample of ten teachers working in ten different schools. Additional interviews were also conducted with staff responsible for the teachers' professional development. Five main findings emerged from the research. First, there was a split between novice teachers who were committed to following the prescriptive lesson plans and more experienced teachers who adapted their lessons to accommodate differences in student readiness and performance. Second, the majority of teachers appeared to be satisfied with their use active learning methods and the mandated lessons with little projected variation in how they will implement the innovation in the future. Third, the class observation findings indicate that the majority of teachers were rated as ideal users of active learning methods in the classroom. Fourth, findings indicate that professional development and a commitment to building networks among teachers and support staff helped facilitate teachers' confidence and competency. Fifth, among the most influential factors shaping teachers' use of active learning methods were the availability of supplementary learning and teaching resources. Implications for professional development and support for teachers, the applicability of CBAM-based research in low-income country contexts like Bangladesh, as well as future areas of comparative, international, and development education research are discussed in light of those findings.

With the increasing stress on teachers and students to meet and raise mathematics standards in schools, especially in the secondary level, the need for strong curricula and supporting materials for teachers has grown. A good curriculum, however, must do more than align with state standards and teach to the state exams; it must encourage students to enjoy mathematics. In an effort to help ease the plague of math anxiety, this thesis presents an eighth grade curriculum, called MathTAKStic, not only directly aligning with the Texas state standards, the Texas Essential Knowledge Skills (TEKS), but also encouraging students to pursue higher level thinking through active learning and logical thinking. To test the curriculum and find out its usefulness, several lessons were taught at a middle school. Although the scores of those learning with the curriculum were not always better than others, MathTAKStic led to a greater increase in students’ performance compared to those who were not exposed to the lessons, an increased interest in math and a plethora of ideas for the future. These results were concluded based on a comparison of students’ scores from the previous year to the current year on the Texas standardized test. Overall, the increase in passing scores of MathTAKStic students preceded other classes in the same school.

Thesis (Ed. D.)--University of Nevada, Reno, 2008. / "December 2008." Includes bibliographical references (leaves 146-157). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

Thesis (MA)--University of Montana, 2009. / Contents viewed on December 11, 2009. Title from author supplied metadata. Includes bibliographical references.

Thesis (Ph.D.)--Indiana University, 2010. / Title from screen (viewed on March 3, 2010). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Judith Halstead, Anna McDaniel, Mary L. Fisher, Lillian Stokes. Includes vitae. Includes bibliographical references (leaves 98-107).

Background: Constructive alignment (CA) is a pedagogical approach that emphasizes the alignment between the intended learning outcomes (ILOs), teaching and learning activities (TLAs) and assessment tasks (ATs) as well as creation of a teaching/learning environment where students will be able to actively create their knowledge. Objectives: This paper aims at investigating the extent of constructively-aligned courses in Computer Engineering and Informatics department at Dalarna University, Sweden. This study is based on empirical observations of teacher’s perceptions of implementation of CA in their courses. Methods: Ten teachers (5 from each department) were asked to fill a paper-based questionnaire, which included a number of questions related to issues of implementing CA in courses. Results: Responses to the items of the questionnaire were mixed. Teachers clearly state the ILOs in their courses and try to align the TLAs and ATs to the ILOs. Computer Engineering teachers do not explicitly communicate the ILOs to the students as compared to Informatics teachers. In addition, Computer Engineering teachers stated that their students are less active in learning activities as compared to Informatics teachers. When asked about their subjective ratings of teaching methods all teachers stated that their current teaching is teacher-centered but they try to shift the focus of activity from them to the students. Conclusions: From teachers’ perspectives, the courses are partially constructively-aligned. Their courses are “aligned”, i.e. ILOs, TLAs and ATs are aligned to each other but they are not “constructive” since, according to them, there was a low student engagement in learning activities, especially in Computer Engineering department. / <p>Högskolepedagogik, högskolepedagogisk utbildning, BHU</p>

This dissertation analyzes trading behavior in financial markets from multiple perspectives. In chapter 1, "Exploratory Trading," I investigate the mechanisms underlying high-frequency traders' capacity to profitably anticipate price movements. I develop a model of how a trader could gather valuable private information by using her own orders in an exploratory manner to learn about market conditions. The model's predictions are borne out empirically, and I find that this "exploratory trading" model helps to resolve several central open questions about high-frequency trading. Chapters 2 and 3 focus on the trading behavior of individuals. Chapter 2, "Foundations of the Disposition Effect: Experimental Evidence," (co-authored with Johanna Mollerstrom), presents and analyzes results from a laboratory experiment intended to examine if and how "regret aversion"--aversion to admitting mistakes--affects people's trading decisions. Although the experimental results resolve little about regret aversion specifically, they reveal some novel and unexpected effects, most importantly that subjects radically changed their trading decisions when they were compelled to devote a minimal amount of extra attention. In chapter 3, "Price Targets," I analyze how rational investors who privately observe information of indeterminate quality use prices to learn about whether or not their private information is valuable. I derive implications about trading behavior that not only help to explain a variety of empirical puzzles, but also generate several new testable predictions. Although these three essays differ considerably in methodology and focus, they all address the same basic issue of understanding the foundations of trading behavior. / Economics

This thesis is a record of two research strands that have been intertwined during the development over a four year period of a classroom curriculum for an elective Geology 12 course in a new school. It discusses traditional belief systems identified as common to the practice of senior science and how one teacher wanted to challenge those beliefs to produce a working curriculum that would focus on long term learning within the framework of an externally prescribed curriculum and a provincially mandated external final exam that counted for 40% of the students mark. The teacher, working on her own in a portable for the first two years was in the unenviable position of being supplied with textbooks with a foreign focus and with supplies that as the title suggests were of little use over the long term. By Christmas of the first year a number of major problems had been identified, these problems falling into two major categories - developing strategies for long term learning that, within the operational constraints of grade 12, would enable the students to take far more responsibility for their own learning, and second, developing a science research programme for acquiring the resources, principally through field work, that were identified as being necessary for the programme. The major concerns within these two problem areas were identified and a four year timeline was developed for implementation. On the pedagogical side, after examining some of the literature on learning, particularly that around the area of cooperative learning that has had a substantial focus in recent years in a number of local school districts, reflecting on what worked for me in terms of my practice over 27 years of science teaching, I chose to focus on the Project for Enhancing Effective Learning (PEEL), out of Monash University, Australia as my working framework for learning. The process of developing this classroom curriculum was framed as a qualitative individual action research project over time as, within my professional life, there were no other teachers involved with the geology programme within the school, and at the same time being in a portable isolated me from my peers-l had no choice but to be self contained and self reliant. The pedagogical side of the process saw the evolvement of a programme that differed significantly in many ways from traditional senior science teaching. This is not to say that many teachers are not already reflecting on and trying to improve practice but for most of them it is through quiet reflection, discourse and evolution much as it had been for me until this time. For me this was the first time in my career that I was able to develop a programme from the very beginning. The thesis details the development of a multi-level learning strategy with an underlying theme being the development of more metacognitive students. The programme entails the identification of prior learning, reflective and collaborative practice, multiple processings of content and skills, peer assessment, and semi-formal reflective assessment. For many students, particularly during my first two years, most of these strategies were completely foreign to their cultural expectations of the teacher's role as dispenser of information to be regurgitated back through formal assessment. During the last two years these challenges to student thinking have been far less dramatic as I am now a known quantity in the school and the students taking my course expect to be working at becoming more independent long term learners. The programme is also built on the premise that for geology, relevant hands-on activities are an integral part of the learning process, and this other research strand is also explored and described. This is the story of the two research strands by which a semi-independent multi-level learning environment has been developed and implemented with a high degree of hands-on activities. Although a formal assessment of the programme is almost impossible to do within the constraints of my working environment, the personal feedback that I receive from the students, parents and colleagues indicates that it has been successful.