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The dissemination of an innovation : the structured experiences for use in the classroom projectWatson, Hugh J., n/a January 1979 (has links)
This field study investigates the dissemination of an
innovation through a descriptive analysis of the Structured Experiences for Use in the Classroom Project.
Part I serves as an introduction to the field study and
provides information about the role of the author in the
Project, data collection methods and terminology used in
the study. Part II provides a description of the operation
of the Project and an analysis of the network of users of
the innovation as well as some case studies of the users.
Part III considers the operation of the Structured Experiences
for Use in the Classroom Project in the light of the
theory of the dissemination of innovations. This part also
includes some conclusions about the theory and practice of
the dissemination of innovations and raises implications
for future practice and policy making.
The Project team on the Structured Experiences for Use in
the Classroom Project established a network of users of the
innovation in order to further disseminate structured
experiences and receive feedback on their use. The difficulties
and the advantages of this approach are documented
in the case studies in Part II.
The conclusions from this field study raise questions and seek
to indicate some directions in the areas of; the funding of
projects, the styles of dissemination, the use of networks and
the adoption of innovations.
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The Optimisation of Learning in Science Classrooms from the Perspective of Distributed CognitionXu, Li Hua January 2006 (has links)
In the last few decades, there has been growing attention to situated or distributed perspectives on learning and cognition. The purpose of this study was to examine science learning in classroom settings through the lens of distributed cognition. A particular focus of this study was on the public space of interaction that includes participants' interactions with each other and with artefacts in the environment. / Focusing on the event of student experiment design, two science lessons were videotaped in this study, in which a class of Grade-seven participants was asked to investigate the scientific theme of gravity by designing parachutes and pendulums. The video-stimulated post-lesson interviews with both teacher and student provided complementary data in order to understand their practice in these lessons. / The analysis of two science lessons reveals the different functions of language, gestures, and material objects and their relative significance in the process of student meaning making and knowledge construction. It shows that (1) the language of science is best understood as an artefact employed by the participants to achieve mutual understanding; (2) gestures and other forms of non-verbal acts build the connections between the conceptual and the physical worlds, and provided perceptual resources that foregrounded the salient aspects of their environment; and (3) material objects helped the students to understand each other by disambiguating references to objects, but (4) material objects constrained student sense-making. The analysis also demonstrated that (5) the learning activity was enacted through the participants' deployment of a range of artefacts, and (6) the manipulation of conceptual artefacts was interdependent of the manipulation of material objects. / Building on the theoretical framework of distributed cognition, this study was able to document the students' learning processes by investigating classroom interactions in great detail. The findings and techniques resulting from this study will help teachers and researchers to achieve a better understanding of science learning in classrooms and the role of artefacts in this learning and assist them to improve the learning environments.
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Problem-based learning : A study of suggestions for solving learning difficulties presentedduring English lessons in the school contextKihlstenius, Therese January 2010 (has links)
<p>This study aims to connect problem-based learning with the problematic aspects during English lessons in school. In this way, suggestions for solutions to these problems could be generated. The study took place at an upper secondary school located in the middle regions of Sweden. In this school six unstructured observations were done during the English lessons in order to locate the problematic aspects. The students who participated in this study were in the ages of sixteen to eighteen years old. The theoretical framework was based on literature on problem-based learning and learning in general. The essential features of problem-based learning have been summarized and connected with the problematic aspects and classroom activities from the observations. In this way, it has been possible to come up with suggestions for solutions to some problems, such as unwillingness to speak and lack of motivation among students. The conclusions in this essay are that the problematic aspects dealt with features, such as unwillingness to speak as well as that the students did not understand the learning materials and that the teacher was not supportive. The solutions for these problems dealt mostly with triggering motivation by presenting problem-solving tasks, working with interaction and metacognition and planning the tasks in accordance with the students’ zone of proximal development. Furthermore, the teacher should work as a guide in the classroom to help the students along the way. The students should also receive positive and constructive feedback from the teacher, which will improve the learning among the students.</p>
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Den ideala läraren : Elevers uppfattningar om lärares ledaregenskaperKirch, Malin January 2006 (has links)
<p>Att vara lärare innebär många saker men framför allt handlar det om att kunna leda människor. Lärares ledarskap påverkar elevernas lärande och utveckling. Det övergripande syftet med detta arbete är att försöka ta reda på vad elever anser om lärares ledarskap och då främst vilka ledaregenskaper som kännetecknar en bra respektive dålig lärare.</p><p>Arbetet består av en litteraturstudie samt en empirisk studie i form av kvalitativa intervjuer med åtta elever i åldrarna 9 respektive 15 år.</p><p>I min undersökning har jag kommit fram till att elever uppskattar ett ledarskap som är grundat på förtroende, tydlighet, struktur och ödmjukhet. Detta skapas genom tydliga regler och konsekvenser, ömsesidig respekt, ett inspirerande och variationsrikt arbetssätt samt genom att ha kul tillsammans. Det är även mycket viktigt att man som lärare har förmåga att lösa och hantera konflikter på ett professionellt sätt enligt eleverna.</p>
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Managing subject matter : does it really matter?Latz, Mark S. 15 November 1995 (has links)
The purpose of this study was to identify the management demands that may
be unique to science classrooms. The sample consisted of three biology teachers and
three language arts teachers from two high schools located within the same school
district. To establish a basic framework, two quantitative questions were addressed:
(1) What is the frequency of contexts utilized in the two content areas and (2) what is
the average amount of time spent in each of the contexts based on the content being
presented? For each quantitative question, there are 16 null hypotheses that
correspond to specific, predefined classroom contexts. In addition to the two
quantitative questions, a qualitative research question was addressed: Are there
specific management patterns to be emphasized based on the context and subject
matter being presented?
Data from classroom observations were collected and coded utilizing methods
described in previous research studies. The coded data were then statistically
analyzed. To address the qualitative research question, a systematic qualitative
analysis was conducted across the different contexts. The results show that seatwork,
group seatwork, and student presentations occurred with significantly greater (p<.05)
frequency in language arts classes. In contrast, hands-on activities, non-academic
activity, and dead time occurred more frequently in biology classes. In addition, in
language arts classes a significantly longer average time in individual seatwork
activites was evident; while in biology classes, a significantly greater average time was
spent in lecture, tests, and transitions. Qualitative analysis of the data indicated that
within any given classroom context, the classroom management behaviors of the
teachers were consistent. In general, subject matter differences are not revealed
directly in terms of management within a particular context. More importantly the
instructional approaches taken within the two subject matter areas were different. The
instructional approach was determined by the goals and objectives of the class and
how the teacher viewed the subject matter. The instructional approach, in turn,
dictated the types of contexts and each context determined the management demands. / Graduation date: 1996
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The impact of voice amplification on the speed of direction following behavior with students with attention deficit disorder (ADHD)Anderson, Jean Meister. January 1900 (has links)
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Feb. 5, 2007). PDF text: 117 p. : ill. UMI publication number: AAT 3216343. Includes bibliographical references. Also available in microfilm and microfiche format.
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Community and the college classroom an exploration of teacher, student, and classroom variables /Salazar, Tammy Tomberlin, January 1900 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.
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I am an island to myself : how one veteran English teacher's beliefs, experience, and philosophy translate into classroom practice /Bruhn, Tara Jenkins. January 2005 (has links)
Thesis (Ph. D.)--Georgia State University, 2005. / Typescript. Includes bibliographical references (leaves 207-219). Also available via the World Wide Web.
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Problem-based learning : A study of suggestions for solving learning difficulties presentedduring English lessons in the school contextKihlstenius, Therese January 2010 (has links)
This study aims to connect problem-based learning with the problematic aspects during English lessons in school. In this way, suggestions for solutions to these problems could be generated. The study took place at an upper secondary school located in the middle regions of Sweden. In this school six unstructured observations were done during the English lessons in order to locate the problematic aspects. The students who participated in this study were in the ages of sixteen to eighteen years old. The theoretical framework was based on literature on problem-based learning and learning in general. The essential features of problem-based learning have been summarized and connected with the problematic aspects and classroom activities from the observations. In this way, it has been possible to come up with suggestions for solutions to some problems, such as unwillingness to speak and lack of motivation among students. The conclusions in this essay are that the problematic aspects dealt with features, such as unwillingness to speak as well as that the students did not understand the learning materials and that the teacher was not supportive. The solutions for these problems dealt mostly with triggering motivation by presenting problem-solving tasks, working with interaction and metacognition and planning the tasks in accordance with the students’ zone of proximal development. Furthermore, the teacher should work as a guide in the classroom to help the students along the way. The students should also receive positive and constructive feedback from the teacher, which will improve the learning among the students.
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Den ideala läraren : Elevers uppfattningar om lärares ledaregenskaperKirch, Malin January 2006 (has links)
Att vara lärare innebär många saker men framför allt handlar det om att kunna leda människor. Lärares ledarskap påverkar elevernas lärande och utveckling. Det övergripande syftet med detta arbete är att försöka ta reda på vad elever anser om lärares ledarskap och då främst vilka ledaregenskaper som kännetecknar en bra respektive dålig lärare. Arbetet består av en litteraturstudie samt en empirisk studie i form av kvalitativa intervjuer med åtta elever i åldrarna 9 respektive 15 år. I min undersökning har jag kommit fram till att elever uppskattar ett ledarskap som är grundat på förtroende, tydlighet, struktur och ödmjukhet. Detta skapas genom tydliga regler och konsekvenser, ömsesidig respekt, ett inspirerande och variationsrikt arbetssätt samt genom att ha kul tillsammans. Det är även mycket viktigt att man som lärare har förmåga att lösa och hantera konflikter på ett professionellt sätt enligt eleverna.
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