<p> The purpose of this explanatory sequential mixed methods study was threefold. First, this study compared the effects of two different simulation-based instructional strategies on athletic trainers&rsquo; clinical competence in performing cardiovascular screening with cardiac auscultations. Second, this study identified the athletic trainers&rsquo; perceptions of learning through simulation-based instructional strategies. Third, this study attempted to identify and offer instructional recommendations based on the outcomes. </p><p> The quantitative phase analyzed cognitive and diagnostic reasoning knowledge and history-taking and clinical skills specific to cardiovascular screenings with cardiac auscultations as it was taught to athletic trainers (ATs) at a continuing professional education (CPE) course. The quantitative results found that high-fidelity and low-fidelity simulation-based instructional strategies significantly increased cognitive and diagnostic reasoning knowledge and history-taking and clinical skill from pre-test to post-test assessment on all dependent variables. When comparing the two fidelity types to each other, the analysis found that the participants in the high-fidelity simulation group gained significantly more skill when compared to the low-fidelity group. </p><p> In the qualitative analysis of this study, three themes emerged specific to the perceptions of the athletic trainers&rsquo; experiences as they learn through simulation-based instructional strategies. The first theme that emerged was a clear indication that participants&rsquo; exhibited positive perceptions of learning through simulation-based instructional strategies. The second theme that emerged was that the high-fidelity simulation experience during the pre-assessment and post-assessment raised an awareness of the deficit of knowledge and skills in performing a comprehensive cardiovascular screening with cardiac auscultations. Lastly, the third theme that emerged was specific to the perceived limitations in the effectiveness of low-fidelity simulation and the perceived strengths in the effectiveness of high-fidelity simulation. </p><p> A few instructional recommendations emerged from this dissertation study. Simulation-based instructional strategies are an ideal teaching method to utilize during continuing professional education courses with athletic trainers. Specifically, this study identified that both, high-fidelity and low-fidelity simulation, are effective in teaching cardiovascular screening with cardiac auscultations. Additionally, the participants perceived influences of a pre-test on the identification of their knowledge and skills deficit suggests that there are benefits of utilizing an authentic simulation pre-test as part of CPE courses.</p>

<p>Traditional classroom educators face the challenge of teaching online due to the increasing demand of online courses at higher education institutions. Educators who transition from the traditional classroom to online instruction experience the need to incorporate different skills and strategies in order to become an effective online instructor. This qualitative study sought to investigate the difficulties experienced by traditional classroom instructors who are attempting to transition to an online classroom format and what strategies can be used to overcome these difficulties. A qualitative meta-synthesis design was used for this research study because the research questions and approach position towards the appropriateness of meta-synthesis research. Four themes presented themselves from the meta-synthesis of eight research studies. The following four themes captured the experience of educators transitioning from traditional instruction to online instruction: increased workload, changing roles and skills, enhanced support and training, and various communication and engagement strategies. The findings from this study found that traditional educators transitioning to online instruction face many challenges as they attempt to create an engaging classroom environment that echoes engagement in a traditional classroom. The results of this study can assist educators in developing their online teaching skills.

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 158-160).

<p> Many math students, both EL and non-EL, struggle to reach the level of proficiency on California state tests which is required since the passage of NCLB in 2002 (California Department of Education, 2012). In California only 34% of students scored at the level of proficiency or above in 2011 (National Assessment for Educational Progress, 2012). The purpose of this quasi-experimental quantitative study was to determine the degree of achievement, similarities, and differences in learning fourth-grade math for ELs and non-ELs when sentence frames are used as the method of instruction and when sentence frames are not used as the method of instruction in a southern California school district. The instructional method of using sentence frames with all students, non-ELs and ELs, may assist all students to become successful and reach the level of proficiency in fourth-grade mathematics. A group of approximately 23 teachers with approximately 30 students each for a total of 700 fourth-grade math students, will teach two lessons, one lesson that primarily uses sentence frames as the method of instruction and one lesson that does not use sentence frames in the method of instruction. Pre and post tests for each lesson was taken and data was analyzed to identify patterns, similarities, differences, and diverging themes associated when the use of sentence frames are used as the method of instruction and when sentence frames are not used as the method of instruction with ELs and non-ELs.</p><p>

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 45-47).

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 45-47). Also available in print.

Consideration of sustainability in product and industrial design courses is becoming more common and relevant within higher education in the UK. However little is known about how widespread the teaching is and what is actually understood as sustainable design with discrepancies in the definitions used in different institutions. Literature highlights that many universities now engage with the tangible environmental aspects of sustainable design, whilst the intangible social aspects are left unaddressed. This thesis explores methods for encouraging and enabling students to address the social aspects within sustainable product design (SPD) education. The first research stage presents the results of a nationwide survey, which investigated how widely SPD is taught, which social aspects are addressed, how SPD is taught and assessed and the attitudes and awareness of it amongst academics. The second research stage presents further research into best practice in SPD through detailed interviews with leading academics in the field. A third research stage built upon the findings from both these studies, and sought to address a perceived weakness in SPD education; the lack of understanding and consideration of the social aspects in sustainable product design in teaching and project outcomes. Three Rethinking Design workshops were developed and tested at five universities in the UK and Ireland. These workshops were designed to introduce students to the wider social aspects of SPD, through the use of audio visual group based workshops. The design of the workshops enabled a learning environment where a deep understanding of the social aspects of Sustainable Product Design could be developed through; group work, discussion and critical reflection, which led to students exploring design thinking responses, suggesting that deep learning, had occurred.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-05-25T12:16:47Z No. of bitstreams: 1 Daniele de Mello.pdf: 14934915 bytes, checksum: f82ae5d6fa942d10da98ea57fd46a000 (MD5) / Made available in DSpace on 2015-05-25T12:16:47Z (GMT). No. of bitstreams: 1 Daniele de Mello.pdf: 14934915 bytes, checksum: f82ae5d6fa942d10da98ea57fd46a000 (MD5) Previous issue date: 2014-08-20 / Nenhuma / O presente trabalho objetiva discutir as contribuições da perspectiva estratégica do design na educação, através da abordagem do Design Thinking, para apoiar professores na projetação de estratégias de ensino e aprendizagem, frente às transformações impulsionadas pelo avanço tecnológico que, por sua vez, modificam o ambiente escolar. Para tanto, esta pesquisa apresenta uma abordagem qualitativa de caráter exploratório, que conta com pesquisa bibliográfica - que oferece aporte teórico aos temas relacionados; etapa complementar quantitativa através de pesquisa survey - que buscou verificar percepções das escolas privadas sobre design, inovação e Design Thinking; seminário - realizado com instituições privadas a nível de ensino fundamental e médio, para apresentação de resultados prévios obtidos e ampliar a discussão sobre design e educação; e investigação do tipo estudo de caso junto aos Colégios Luterano da Paz e Luterano São Paulo - a fim de melhor compreender como o Design Thinking poderia contribuir para o contexto educacional de Porto Alegre/RS. Como principais resultados, cabe destacar o design atuando como um mediador na composição de estratégias para a troca e geração de novas ideias, bem como na identificação e solução de problemas, ao tempo em que desperta a comunidade escolar para a cultura colaborativa que, por sua vez, é necessário para inovar na educação. Para além da discussão, apresenta-se um quadro de referência de Design Thinking para ser utilizado por escolas na identificação e solução de problemas internos, de forma exploratória e criativa. / This study aims to discuss the contributions of the strategic design perspective in education, through the Design Thinking approach to support teachers in theplanning of teaching and learning strategies, due the transformations driven by the technology advancement that, in turn, modifies the school environment. For such purpose this research presents a qualitative exploratory approach, which includes literature review - that offers theoretical supportto related topics; complementary quantitative phase through survey research - that sought to verify the private schools’ perceptions on design, innovation and Design Thinking; seminar - performed with private institutions in the level of elementary and secondary education, to present preliminary findings and broaden the discussion about design and education; and a case study investigation with the schools Luterano da Paz and Luterano São Paulo- in order to better understand how Design Thinking could contribute to the educational context of Porto Alegre / RS. As main results it is worth mentioning the design acting as a mediator in the composition of strategies for the exchange and generation of new ideas, as well in the identification and solution of problems, by the time that arouses the school community for collaborative culture that, in turn, is necessary to innovate in education. In addition to this discussion, it is presented a framework of Design Thinking to be utilized in schools, in the identification and solution of internal problems, in an exploratory and creative way.

In this study, semi-structured interviews adopted from repertory grid studies are conducted with ten 5-year-old preschool children, during which children are asked to evaluate four types of construction play materials and four types of metallophones.In the study, the important design attributes of these two types of play materials preferred by preschool children are analyzed by gathering their own evaluation criteria. Based on the interview data, children&rsquo / s preferences, evaluation criteria and the reasons behind their preferences are tried to be identified. The results of the study show that, children evaluated construction play materials considering method of construction, form of the pieces, color, size, types of pieces, types of constructions, ease of construction and material. Children evaluated metallophones considering color, placement of the keys, sound, being in the openbeing closed, form, size, storage of the mallets, weight, size of the mallets, form of the keys, coding, number of mallets, number of keys, height and material. The study also includes the analysis of the relationships between children&rsquo / s evaluation criteria for each product group and comparison of the evaluation criteria related to construction play materials and metallophones.

This qualitative, ethnographic case study explores the professional development opportunities for teachers of adults in Pakistan in order to understand how these are currently experienced and what changes can be made to make them more effective. / This study took place mainly in Lahore, Pakistan. The study engaged six practitioners from different colleges, universities and government education departments: three teachers of adults, two professional development providers, and a professional development designer. Their perspectives were gathered in their indigenous languages - Urdu and Punjabi - using semi-structured interviews. The data collected was analysed using a Miles and Huberman (1994) style matrix which revealed five themes: unhappiness, school-based provision, social learning as the pedagogy, personalised generic teaching skill formation, and evaluation. These themes were explored to produce results which were used to generate a model of effective professional development. The results of this study indicated that teachers of adults, in Pakistan, wanting for change in their professional development practices, believe in school-based provision of professional development with social and reflective learning as the pedagogy. / Accordingly, this study contributes to the understanding of teachers of adults’ professional development needs, the types of professional support that they need, and how these should function within their own workplaces in Pakistan.