In order to explore the differences in engagement levels between entering and returning community college students, the researcher analyzed 13,300 surveys from the 2007 Survey of Entering Student Engagement (SENSE) pilot data set utilizing a quantitative methodology. This study focused on analyzing engagement levels of entering and returning students in six constructs: Active and Collaborative Learning, First Day, Student Effort, Student-faculty Interaction, Support for Learners, and Motivation. After the comparison between the two groups was performed, data were disaggregated by eleven groups to further explore differences. Differences in engagement levels were explored in terms of students’ characteristics such as remedial background, age, gender, full-time status, ethnicity, degree seeking, first generation, and traditional status. The results of this study revealed that returning community college students in general, are more engaged in educational practices associated with persistence than entering students. In addition, findings suggest that with the exception of one variable (overall high school grade average), students commonly categorized as “at risk” or “disadvantaged” (developmental, non-traditional, part-time, first generation, minorities) overwhelmingly held higher levels of engagement in all positive engagement variables of the six analyzed constructs. Furthermore, in an analysis of disaggregated data by eleven groups of students, the following was found: o Students who placed in three developmental courses were by far the most highly engaged group in all positive engagement variables of the six constructs. o Students with the highest level of engagement in the two negative variables of the Student Effort construct (skipped class or came to class without completing readings or assignments) were traditional, 18-19 year olds, not-first generation, and non-developmental students. o Students who reported that success courses had helped them to get the knowledge necessary to succeed in college were overwhelmingly disadvantaged students (developmental, non-traditional, females and minorities). o Developmental students showed higher levels of engagement with regard to college services. o Financial aid advising and skill labs (math, reading, and writing) were the two services with the highest number of statistically significant differences throughout the eleven groups. This study was concluded with recommendations for further research and strategies that community college stakeholders could implement to increase student retention. / text

Η ανάκτηση περιεχομένου από τις επιμέρους βάσεις είναι ιδιαίτερης σημασίας για την σωστή επεξεργασία δεδομένων και την εξαγωγή συμπερασμάτων. Παράλληλα, η σωστή επισήμανση των επιμέρους δεδομένων (κείμενο, εικόνα, βίντεο) βοηθά ιδιαίτερα στη σωστή ανάκτηση των περιεχομένων και επακόλουθα στην εξαγωγή των απαραίτητων συμπερασμάτων. Στα πλαίσια αυτής της διπλωματικής, αρχικά, δίδεται μια πλήρης περιγραφή και ανάλυση των παραπάνω ενώ στη συνέχεια υλοποιείται το αντίστοιχο σύστημα επισήμανσης και ανάκτησης περιεχομένου. Πιο αναλυτικά, το σύστημα είναι σε θέση να ανεβάζει και να επισημαίνει κατάλληλα τα περιεχόμενά του στις βάσεις περιεχομένων και δεδομένων. Παράλληλα, μπορεί να ανακτά τα συγκεκριμένα περιεχόμενα από αυτές τις βάσεις ώστε να είναι σε θέση να εξάγει τα κατάλληλα συμπεράσματα. Όλα αυτά υλοποιούνται και ενσωματώνονται με τις μεθόδους ενεργής μάθησης ενώ παρουσιάζονται σε μια web based εφαρμογή. / The content retrieval of individual data bases are of particular importance for both correct processing of data and draw conclusions. Furthermore, proper labeling of individual data (among text, image or video), particularly helps in recovering the correct contents and subsequent export of the necessary conclusions. Within this thesis is firstly given a complete description and analysis of the above references and then is implemented the corresponding labeling and content retrieval system. More specifically, the system is able to fetch and appropriate note the contents of data bases and data contents. Furthermore, it can recover the specific contents of those databases being able to draw of the appropriate conclusions. All of these are implemented and integrated with the methods of active learning represented on a web based application.

This evaluation research study is concerned with the quality of support and in-service development for Malawian primary teachers through the medium of radio. The study aims to evaluate the influence that the current United States Agency for International Development (USAID)-funded interactive radio instruction (IRI) programme has on teachers’ behaviours, with the aim of proposing some guidelines for the development of a model of continuing professional development (CPD), appropriate to the Malawian context, using IRI. It identifies the teacher as a critical entity in raising levels of learners’ achievement within the primary school and posits that through improved teacher support and development, higher levels of learner achievement can be attained. The study identifies the potential that communication technology in the form of interactive radio instruction (IRI) offers in improving CPD of teachers at a cost that could be affordable to disadvantaged school communities in the country. The study takes place in a context where the Malawi government has been challenged to provide quality universal primary education after introducing free primary education (FPE) in 1994, which resulted in a massive expansion of primary schools, resulting in acute shortages of teachers. The study has drawn on aspects of practice theory and in particular the work of Giddens (1984), Bourdieu (1977, 1978), Shatzki et al (2001) and Reckwitz (2002a) in an attempt to emphasise the role of artefacts, such as interactive radio, as part of social practice. A practice theoretic perspective has been used to highlight the contentious role played by learning-objects in teacher practice and the need for flexibility and innovation in employing learning-objects like interactive radio as part of teaching practice. To carry out a critical exploration of the issues of teacher learning and practice, a longitudinal qualitative research approach was proposed for the evaluation of the existing IRI programme in Malawi. As the researcher was also actively involved in the planning of the Malawi IRI programme from onset, he therefore maintained a dual role of researcher and co-founder throughout the research process. The empirical evidence employed within this research was elicited through three main processes: interview survey, participant observation and focus groups in order to achieve validity through methodical triangulation. The analysis of this evidence shows the considerable difficulties faced by classroom teachers in attempting to adopt interactive radio and therefore be able to use interactive/active learner-centred instruction as part of their ongoing teaching practice. The analysis, however, also highlights the possibility of exploiting interactive radio for provision of an integrated, sustainable CPD of teachers in educationally deprived school communities. Overall, the research study puts emphasis on the need for paying attention to the social practices (contextually specific) within which the use of educational technologies (such as interactive radio), are enmeshed. There is need to explicate the details of such practices (instead of adopting a narrow, technical, focus on attributes of interactive radio itself) in order to improve the efficacy of using interactive radio.

Darbe atlikta teorinė nežymiai sutrikusio intelekto mokinių skaičių ir skaičiavimo mokymo taikant aktyvaus mokymosi metodus analizė. Iškelta hipotezė, kad aktyvaus mokymosi metodų taikymas ugdant nežymiai sutrikusio intelekto mokinius gali padėti jiems pasiekti aukštesnių matematikos mokymosi pasiekimų. Anketavimo ir testavimo metodais buvo atliktas tyrimas, kurio tikslas – nustatyti aktyvaus mokymosi metodų poveikį III klasės nežymiai sutrikusio intelekto mokinių skaičių ir skaičiavimo gebėjimams. Atlikta aprašomosios statistikos duomenų analizė. Tyrime dalyvavo 10 nežymiai sutrikusio intelekto III klasės mokinių. Empirinėje dalyje nagrinėjamas specialiųjų poreikių mokinių supratimas apie matematikos reikalingumą kasdieniame jų gyvenime; įtvirtinami numeracijos ir aritmetinių veiksmų atlikimo įgūdžiai. Svarbiausios empirinio tyrimo išvados: 1. Remiantis atliktų diagnostinių pjūvių (testavimo ir anketavimo metodais) prieš pradedant eksperimentinį darbą su eksperimentinės grupės mokiniais ir jį pabaigus rezultatais nustatyta, kad: visų eksperimentinės grupės mokinių matematikos testų rezultatai ženkliai pagerėjo. Sėkmingiausiai eksperimentinės grupės mokiniams sekėsi atlikti skaičių numeracijos tematiką atitinkančias užduotis. Tuo tarpu kontrolinės grupės mokinių testavimo rezultatai taip ženkliai nesikeitė ir aukštesnių rezultatų pasiekė ne visi grupės mokiniai. Vienas kontrolinės grupės mokinys baigiamojo testo metu surinko mažiau balų, nei pradinio testavimo metu... [toliau žr. visą tekstą] / In the Master’s thesis there was performed a theoretical analysis of teaching numbers and counting to the slightly mentally retarded students by applying the techniques of active learning. There was raised a hypothesis, that an application of the techniques of active learning in the education of the slightly mentally retarded students can help them achieve higher outcomes in learning mathematics. There was performed a research aimed at ascertaining the influence of the techniques of active learning on the ability of numbers and counting of the III(rd) grade’s slightly mentally retarded students by using the methods of questionnaire and testing. There was performed an analysis of the descriptive statistical data. 10 slightly mentally retarded students of the III(rd) grade participated in the research. In the empirical part there was analysed the students’ with special needs understanding about the necessity of mathematics in their daily life, there was consolidated the skills in performing numbering and arithmetical operations. The main findings of the research: 1. Following the results of the performed diagnostic sections (the methods of questionnaire and testing) before the beginning of experimental work with the experimental group’s students and at the end of it there was ascertained that: mathematics tests’ results had significantly improved of all students in the experimental group; the students had performed the tasks corresponding numbering’s theme the most successfully... [to full text]

No description available.

In this study, the integration of technology in education and the application of action learning as a teaching strategy, are investigated through a literature study and with empirical research. The purpose is to develop a teaching model wherein technology can be effectively incorporated for the offering of the subject Information Systems (IS). The study also focuses on the nature and scope of the subject Information Systems, as well as the status concerning the subject Information Systems at Technikons in South Africa. Knowledge regarding technology quickly becomes obsolete and therefore IS-learners should have the means and skills to keep abreast of advances in technology. IS-learners not only need subject oriented knowledge, but also personal skills that are known as critical cross field outcomes in the new educational paradigm. The establishment of the National Qualification framework, led to an academic initiative that is based on transparent national standards and clear descriptions of learning outcomes. For higher education institutions in South Africa the implication was that all curricula of subjects, including Information Systems, had to be rewritten in terms of outcomes. Specialisation is essential for the Information System qualification, as it became apparent that information system applications and demands from industry are becoming specialised. In 1999 the IS-qualification was adjusted to provide for specialisation areas at Technikons in South Africa. Action learning integrates the theories and characteristics of several disciplines, amongst others, education, psychology, systems thinking, political science, ethics, anthropology and sociology. During the process of action learning, knowledge must be constructed by asking questions, processing information and applying the newly acquired knowledge. Links must be established between new knowledge and pre-knowledge. Action learning attempts to integrate the elements of knowledge, insight and practice, and states that there can be no learning without action and that no purposeful action can take place without learning, while the solving of a problem influences both the problem and the person that acts on the problem. Action learning satisfies all the requirements needed to address the knowledge, values, skills and behaviour that IS-learners should adhere to. Action learning stimulates the development of cognitive skills that are essential for the training ofiS-learners. The different types of information systems that are found in organisations are not isolated systems, but rather integrated systems that collaborate in order to support a business function. IS-learners should not only understand the development, but also the integration and implementation of these systems. From this it becomes apparent that action learning is a suitable teaching strategy for IS-learners. The classification of educational technology as well as a framework for the implementation thereof, is discussed in the study. According to the literature study and from results obtained from the empirical research, a teaching model is proposed that consists of the following three components: • Determinants that influence the teaching and learning scenario. These determinants include the National Qualification framework industry; technology infrastructure; institutional policy and outcomes based education. • The didactic triangle, in which the distinct roles of the learners (that can act as facilitators during action learning) and educators are discussed, as well as the outcomes for the subject Information Systems. • Action learning and the utilisation of technology as the teaching strategy within the proposed model. The proposed action learning and technology teaching model promotes a learner-centred approach and focuses on learning outcomes, rather than learning contents. The proposed model empowers learners as well as educators and makes provision for the use of technology within the financial constraints of institutions. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

In this study, the integration of technology in education and the application of action learning as a teaching strategy, are investigated through a literature study and with empirical research. The purpose is to develop a teaching model wherein technology can be effectively incorporated for the offering of the subject Information Systems (IS). The study also focuses on the nature and scope of the subject Information Systems, as well as the status concerning the subject Information Systems at Technikons in South Africa. Knowledge regarding technology quickly becomes obsolete and therefore IS-learners should have the means and skills to keep abreast of advances in technology. IS-learners not only need subject oriented knowledge, but also personal skills that are known as critical cross field outcomes in the new educational paradigm. The establishment of the National Qualification framework, led to an academic initiative that is based on transparent national standards and clear descriptions of learning outcomes. For higher education institutions in South Africa the implication was that all curricula of subjects, including Information Systems, had to be rewritten in terms of outcomes. Specialisation is essential for the Information System qualification, as it became apparent that information system applications and demands from industry are becoming specialised. In 1999 the IS-qualification was adjusted to provide for specialisation areas at Technikons in South Africa. Action learning integrates the theories and characteristics of several disciplines, amongst others, education, psychology, systems thinking, political science, ethics, anthropology and sociology. During the process of action learning, knowledge must be constructed by asking questions, processing information and applying the newly acquired knowledge. Links must be established between new knowledge and pre-knowledge. Action learning attempts to integrate the elements of knowledge, insight and practice, and states that there can be no learning without action and that no purposeful action can take place without learning, while the solving of a problem influences both the problem and the person that acts on the problem. Action learning satisfies all the requirements needed to address the knowledge, values, skills and behaviour that IS-learners should adhere to. Action learning stimulates the development of cognitive skills that are essential for the training ofiS-learners. The different types of information systems that are found in organisations are not isolated systems, but rather integrated systems that collaborate in order to support a business function. IS-learners should not only understand the development, but also the integration and implementation of these systems. From this it becomes apparent that action learning is a suitable teaching strategy for IS-learners. The classification of educational technology as well as a framework for the implementation thereof, is discussed in the study. According to the literature study and from results obtained from the empirical research, a teaching model is proposed that consists of the following three components: • Determinants that influence the teaching and learning scenario. These determinants include the National Qualification framework industry; technology infrastructure; institutional policy and outcomes based education. • The didactic triangle, in which the distinct roles of the learners (that can act as facilitators during action learning) and educators are discussed, as well as the outcomes for the subject Information Systems. • Action learning and the utilisation of technology as the teaching strategy within the proposed model. The proposed action learning and technology teaching model promotes a learner-centred approach and focuses on learning outcomes, rather than learning contents. The proposed model empowers learners as well as educators and makes provision for the use of technology within the financial constraints of institutions. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

Integrating information skills into the curriculum: an action research investigation at an ex-House of Representatives high school.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: John Portelli.

Thesis (EdD)--University of Central Florida, Spring 2004. / Title from title screen. Includes bibliographical references.