No description available.

No description available.

I have always been interested in the body/self relationship. As a former fitness instructor and new mother, I have experienced many variations of my body. I was especially interested in what happens during movement or exercise as the body and self become more aware of each other and the spaces around them. My thesis began with an investigation of the body in context to modern dance. I read several books and took a course on beginning modern dance where we practiced the basic motions and attended performances. I was influenced by modern dance's fluid, natural motion and bare feet in direct contact with the earth which inspires a momentary release of the soul from the body. It was these initial feelings that I wanted to convey in my thesis...a building that danced with the Earth around it, a building cradled in Earth. / Master of Architecture

Teaching is a dynamic process involving teachers and learners in meaningful and collaborative efforts. Therefore, interacting with learners in the classroom is of vital importance to the teacher in order to enhance the teaching and learning process. The purpose of this research is to determine the factors influencing the participation of secondary school science learners in classroom communication (CC). The study was conducted in all the secondary schools in the Potchefstroom area, A questionnaire was compiled to investigate learners' level of participation in science CC, An interview guide for teachers was also compiled. A total of 235 Grade B learners were randomly selected from twelve (12) schools. The analysis showed that the teachers used primarily teaching-learning procedures that did not conform to the requirements of OBE. The reason is not necessarily that they are not well-informed on OBE principles, but the practicality of their leaching situations necessitated it In the process, learners do not acquire enough knowledge and skills needed for science classroom learning activities. This fails the main aim of enabling learners to participate in classroom communication, The limited use of communicative strategies in science teaching-learning can be attributed to a number of possible reasons, amongst which are: communication apprehension, poor language development, culture/heredity, and the types of classroom reinforcements and teaching styles. This study also focused on the factors that can positively influence classroom communication. An interview was conducted with teachers with the help of an interview guide. The results indicated that teachers, although generally warm and accepting, seem to be inflexible and lack dynamism when presenting the lesson, which in tum affects learners' participation in the classroom / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2002

The purpose of this investigation was to observe the effect of supplemental art activities on classroom management. Supplemental art activities are assignments designed to replace "busy work" with meaningful, interesting learning projects for students. The supplemental activities allowed students who completed their regular work to direct free time to developing appropriate work habits and creative thinking. The investigation showed that additional prepared learning activities help to reduce classroom discipline problems. Students were required to continue the normal learning routine without surpassing the slower members of the class. Planned activities did not solve all classroom problems but did serve to educationally involve the faster students.

I det inverterade klassrummet flyttas genomgångarna från klassrummet till videofilmer som eleverna ser på hemma. Lektionerna ägnas till stor del åt sådant som annars hade utgjort hemarbete för eleven. I denna studie analyseras gymnasieelevers uppfattning av denna undervisningsmodell i matematikämnet med fokus på videogenomgångarna och förändringar i hem- och skolarbete. Det framkommer att elevernas uppfattningar av videogenomgångarna kan kategoriseras utifrån deras grad av aktivitet under videogenomgången samt deras beroende av relationen mellan elev och lärare. I en jämförelse mellan enkla filmer, digitala animationer och klassrumsgenomgångar framhålls de enkla filmernas tydlighet och fokus på matematik, samt klassrumsgenomgångarnas flyktiga natur. Dessa resultat diskuteras utifrån en kognitiv modell för överbelastning av arbetsminnet. Eleverna uppfattar att deras arbetsbelastning är lägre i det inverterade klassrummet än i ett traditionellt klassrum eftersom det finns mer tid för egen räkning i klassrummet. Dessutom uppfattas videogenomgångar som mer effektiva än klassrumsgenomgångar trots att de är betydligt kortare. Den tid som frigörs när klassrummet inverteras har inte förändrat elevernas sätt att arbeta inom matematikämnet. Elevers respons på förändrade undervisningsvillkor analyseras med hjälp av en kognitiv teori för elevers reglering av sitt eget lärande. Utifrån denna teori diskuteras hur lärare kan ta tillvara på de ökade tidsresurserna och förändra elevers tänkande om matematik och deras lärande.

Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 116-125). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 116-125). Also available on the Internet.

No abstract available. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.

Teaching is a dynamic process involving teachers and learners in meaningful and collaborative efforts. Therefore, interacting with learners in the classroom is of vital importance to the teacher in order to enhance the teaching and learning process. The purpose of this research is to determine the factors influencing the participation of secondary school science learners in classroom communication (CC). The study was conducted in all the secondary schools in the Potchefstroom area, A questionnaire was compiled to investigate learners' level of participation in science CC, An interview guide for teachers was also compiled. A total of 235 Grade B learners were randomly selected from twelve (12) schools. The analysis showed that the teachers used primarily teaching-learning procedures that did not conform to the requirements of OBE. The reason is not necessarily that they are not well-informed on OBE principles, but the practicality of their leaching situations necessitated it In the process, learners do not acquire enough knowledge and skills needed for science classroom learning activities. This fails the main aim of enabling learners to participate in classroom communication, The limited use of communicative strategies in science teaching-learning can be attributed to a number of possible reasons, amongst which are: communication apprehension, poor language development, culture/heredity, and the types of classroom reinforcements and teaching styles. This study also focused on the factors that can positively influence classroom communication. An interview was conducted with teachers with the help of an interview guide. The results indicated that teachers, although generally warm and accepting, seem to be inflexible and lack dynamism when presenting the lesson, which in tum affects learners' participation in the classroom / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2002