This study, as well as others, have found that teachers have attitudes and perceptions about their students that could significantly impact the students' education.

This study tested the hypothesis that the combination of teachers' sense of efficacy, and teacher motivation predicts student participatory behavior, and that teacher behaviors mediate this relationship. This study consists of two parts: surveying community college instructors and observing instructors' lectures and student participation.

The purpose of the project was to develop a web-based instructional design tool. The tool provides guidelines, templates, and checklists to simplify the overall process, and give the designer a path to follow to help manage the instructional design project. It is based on the generalized model of Instructional Systems Design (ISD), but is applicable to the design of instructional materials for delivery by an instructor, by Computer-based Training (CBT), or a combination of instructor-led and technology-based delivery.

Architecture is an integral part of the (not only) visual world and human existence. Its position expands between utilitarian areas and artistic functions. But what are the specific characteristics that connects it to the visual arts? Is the current architecture visually and experientially inspiring? Dissertation develops a reflection on how, by working with architectural detail to convey a modern architecture to students at schools and permanently integrate it into the education. The goal is the linking with theoretical basis of the author's individual view of the aesthetic qualities of architectural detail with intention of finding didactic bases. As a medium to approach and grasp this phenomenon is used photography, which is seen as a smooth transition between two- dimensional and three-dimensional world. At the same time, however, it works completely autonomously. The research method is based on the principle of interpretative phenomenological analysis, in which, through the interpretation of respondent's works of art and comparison of the individual artistic creation, looking for points of contact and new possibilities for art education. The architectural detail is treated as an artistic language and also as the medium, which offers a number of alternatives, but has so far not found its full...

Possibilities of demography implementation in the classes at higher secondary education level Abstract The main goals of the diploma thesis are to evaluate the degree of implementation and the potential of demography during lessons at the higher secondary school level and to suggest specific activities that can be implemented within the lessons. It is the first thesis aimed solely at the didactics of demography. The work uses publicly available online databases of the Czech Statistical Office, the United Nations and the Population Reference Bureau. An analysis of syllabi of subjects from the first years of selected universities, a content analysis of selected secondary school textbooks and a Framework Education Programme were performed. The analyses show a large scope for the implementation of demography not only in the teaching of geography. The work is complemented by specific proposals of activities that can be used in teaching at upper secondary schools. Keywords: Czechia, demography, teaching demography, implementation, upper secondary schools, textbook analysis, Framework Education Programme

The need for successful grouping of children in the primary school has been personally felt by the writer of this paper many times in her own classroom. In the years that have passed, some groups have seemed to progress quite satisfactorily in total development, while others have seemed disappointingly slow. Some groups have worked in almost perfect harmony while others have been in conflict. What dynamics were at work that contributed to successful grouping? What forces had retarded desirable growth? Much has been written recently about successful grouping of children. Enlightening evidences of good grouping practices have been reported. While some actual research studies have been conducted, most of the literature sampled reported opinions or individual suggestions for practice. The plan for this paper is to summarize the literature reviewed in the light of grouping according to the needs of children. / "A Paper." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references.

Im Rahmen des leitenden Themas „Kinder auf der Flucht“ soll der Film „In This World“ als ein geeignetes Medium dienen, eine Filmanalyse unter Betrachtung medienpädagogischer Mittel vorzunehmen. Die mehrfach prämierte Semi-Dokumentation vermag die Realität unserer politischen Welt so mit Fiktion und Inszenierung zu verbinden, dass eine klare Trennung vom Zuschauer nicht mehr eindeutig auszumachen ist. Die dadurch überzeugende Darstellung der globalen Wirklichkeit bezieht sich auf eine Problematik, die trotz gesellschaftlicher Kritik oft unausgesprochen bleibt: vom Krieg und dessen Folgen, die in erster Linie die Unschuldigen oder Unbeteiligten solcher Auseinandersetzungen betreffen.

Dieser Artikel stellt einerseits eine Seminarmethodik zum Einsatz des Analytical Short Films (ASF) in der Lehrerbildung und andererseits Ergebnisse einer wissenschaftlichen Begleitforschung zu zwei an der Hochschule für Musik und Theater Leipzig (HMT) durchgeführten Seminaren vor. Dabei wurde die wissenschaftliche Begleitforschung im Rahmen des Verbundprojektes zum Videocampus Sachsen (VCS) gefördert. Unter einem Analytical Short Film wird hierbei ein Kurzfilm von drei bis vier Minuten Dauer verstanden, welcher, ergänzt um eine tabellarische Erläuterung, der sogenannten Complementary Information (CI), eine spezifische Perspektive auf eine gefilmt vorliegende Unterrichtsstunde darstellt. In den Seminaren hatten die Studierenden die Aufgabe, ASFs sowohl aus einer subjektiven Perspektive zur Thematik guter Musikunterricht als auch aus einer theoriegeleiteten Sichtweise zu erstellen und zu diskutieren. Zentrale Ergebnisse der wissenschaftlichen Begleitforschung deuten an, dass die Studierenden durch den Einsatz der Methode vermehrt auf wissenschaftlicher Ebene argumentieren und dass deren Reflexionsstil in Orientierung an verbessert wird. Weitere Informationen finden Sie unter: https://video.tu-freiberg.de/media/embed?key=c51680312a24041f03bdcacf885df273 und https://video.tu-freiberg.de/media/embed?key=293a145408f2e09870d8298cba87486c

The study investigates the potential of teacher talk in enhancing learner capacity to negotiate learning, premised on a view of classroom interaction as guided construction of knowledge. It examines the extent to which levels of oracy - essentially, awareness of the language of instruction, and the ability to use it more effectively - can be raised by exposing teachers to an in-service distance education language-based course. The main research questions are: a. What are the effects of the course in classroom text and discourse on oracy in the high school classroom? b. How can the quality of classroom discourse be assessed in a relatively systematic and objective manner? With regard to the second question, an analytical framework was developed that defined three key constructs in terms of discourse acts, namely teacher dominance, teacher effectiveness and learner initiative, and these constructs formed the basis of the three hypotheses. Patterns of interaction in English, mathematics and geography classes during the first year of high school in Harare, Zimbabwe (main study) and Zomba, Malawi (supplementary study) were analysed. The Zimbabwe study used a pretest-posttest control group design, with six teachers in the experimental group and three as controls, while the Malawi study used a posttest-only control group design with three teachers in each group. The experimental groups took part in an intervention programme known as the Litraid Project, a course on classroom text and discourse. The findings, interpreted both quantitatively and qualitatively, showed that after intervention the experimental group teachers dominated classrooms less and used discourse input more consciously and effectively. Similarly, their learners showed improved ability to negotiate learning, as reflected in their heightened levels of initiative and discourse output, both in class and group discussion. Hence the conclusion that classroom praxis, specifically in English second language situations, benefits from a conscious enhancement of oracy, leading to more effective teaching and learning. / Linguistics / D.Litt. et Phil. (Linguistics)

In South Africa students from disadvantaged educational backgrounds enrol at institutions of higher learning underprepared for the academic work expected of them. One reason for this is that English in South Africa is primarily an urban language and both Black children and teachers, especially in rural areas, lack sufficient exposure to it (Lemmer 1995) and at tertiary institutions students are expected to communicate efficiently in the language of instruction. The real-world problem at issue is ultimately the need for these students studying through the medium of English to develop their ability to participate actively in tutorials to improve both their academic understanding and their spoken discourse competence, which includes the ‘highly complex task of participating in talk-in-interaction’ (Dalton-Puffer 2007:280). Underlying the present study, then, is the conviction that through frequent interaction in the language of instruction, students will not only gain competence in speaking skills, but also deepen and expand their knowledge of their subject areas. This conviction led to the introduction of tutorials on a trial basis in my department and the study sought to develop a framework for analysing patterns of interaction in the tutorials that would also address the question of how the quality of such patterns might be assessed. The main construct investigated was ‘participation effectiveness’ (the quantity of speaker discourse acts and turns and speaker initiative at discourse act and turn-taking levels) and the overall findings indicated that third-year students participated more effectively than first-years; females performed better than males; and males in male-led tutorials used more discourse acts than females; while females in female-led tutorials did better than males. The analyses of effects of tutor discourse behaviour on student participation revealed that the types of questions tutors used and how they were combined were strong determinants of students' participation effectiveness. Although the approach of the study is essentially quantitative, the operationalisation of this main construct's two key components, namely 'participation' and 'initiative', forms a basis for also deriving more qualitative insights into this academically very important genre of spoken discourse. / Linguistics / D. Litt. et Phil. (Linguistics)