This multi-case study compared the practices and knowledge of six experienced teachers who perceive themselves to use an inquiry approach to instruction, to those of two teachers who do not, and compared their conceptualizations to a portrait of the inquiry literature. The inquiry teachers were purposively selected from three levels---elementary, secondary, and university---and different subjects. / They and two non-inquiry teachers contributed three interviews each. Transcripts were coded using codes derived from the literature, then open coding using the teachers' own words to represent categories. Four postulated constructs of inquiry, process, content, strategy, and context, were found in the literature and in experienced inquiry teachers' detailed conceptualizations of inquiry as shown in their definitions, interviews, and concept maps. Inquiry teachers were distinguished from the non-inquiry teachers by the relative difference in the frequency of their use of the four constructs. The inquiry teachers each had one predominant construct that they emphasized more in their teaching, and their identity could be expressed in terms of their pedagogical use of these four constructs. The non-inquiry teachers made fewer inquiry statements when compared to the literature and when compared to their own personal statements. Inquiry teachers' background, education, and informal experiences were also directly related to their conceptualizations of inquiry.
Describing the possible effects of an inquiry curriculum on low-achieving students' causal attributionsMitchell, Sidney N. January 2001 (has links)
Through a descriptive case study methodology, this thesis describes the possible impact of an inquiry curriculum on four low-achieving students' causal attributions. Inclass observations, retrospective interviews and questionnaires were used to examine the possible effects of this instructional approach on the students' causal thinking patterns. Inquiry was found to have a possible influence on three of the four students' causal attributions. These three student's causal attributions shifted from a maladaptive pattern to a more adaptive pattern while using an inquiry curriculum. Inquiry was believed to be linked to the changes found in three of the students insofar as effort and control are integral parts of an inquiry curriculum. The fourth student's attributional pattern was largely unaffected by the inquiry curriculum. The results are further interpreted in light of the instructional context and the teacher's influence and control over the inquiry process.
No description available.
The purpose of this qualitative-naturalistic-formative case study was to gain an insight into the design and implementation of the action learning Chinese Management Programme for disadvantaged Chinese managers who are incompetent in English language and have been deprived of Western management education. It is vital that they are provided with appropriate management training for them, so that they can achieve personal and professional development. Data or information is informative and descriptive of the current situation in Hong Kong. Because the research was of an exploratory nature, the study was based on research questions rather than hypotheses, it describes the design and implementation of the programme's dual-purpose of personal and professional development. The conclusion drawn from this research illustrates that managers can successfully operationalise action learning to bring about personal and professional development. The research contributes to the literature relating to action learning theory in use in Chinese culture. This case study generated data, interpretations and opinions such that interested parties are able to contemplate the development of Chinese managers. / Thesis (PhDManagement)--University of South Australia, 2005.
Steel, Victoria A. Placier, Peggy.
Title from PDF of title page (University of Missouri--Columbia, viewed on March 1, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Peggy Placier. Vita. Includes bibliographical references.
How does students' participation in the in-class peer tutoring program relate to their self-efficacy beliefs in mechanics of materials?Schramm, Carrie Diane. January 2009 (has links) (PDF)
Thesis (M.S. in environmental engineering)--Washington State University, December 2009. / Title from PDF title page (viewed on Jan. 15, 2010). "Department of Civil and Environmental Engineering." Includes bibliographical references (p. 32-34).
Thesis (MA)--University of Montana, 2009. / Contents viewed on December 11, 2009. Title from author supplied metadata. Includes bibliographical references.
Techniques to promote active learners in introductory philosopy courses a curriculum for a philosophy 101 course /Des Armier, David R., Jr. January 2009 (has links)
Thesis (M.Ed.)--Regis University, Denver, Colo., 2009. / Title from PDF title page (viewed on Jun. 30, 2010). Includes bibliographical references.
Slauson, Leigh Victoria,
Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 159-170).
The influence of civics problem-solving steps and audience roles on substantive student engagement in fourth grade /Beck, Terence A. January 2000 (has links)
Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 160-170).
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