Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2008.

This study evaluates a teacher development course on the use of English as the language of learning and teaching (LoLT). The course was developed and implemented in a sample of Intermediate Phase classrooms in four rural primary schools of the Free State Province. The course was a language intervention programme in an integrated district development project funded by the Flemish Government. The project was implemented from 2002 to 2004. The course was developed and implemented by Sacred Heart College Research and Development Unit in collaboration with the School of Languages of the North-West University. The course aimed at developing teachers' knowledge and skills in using learners' basic interpersonal communication skills in their home languages and in English to develop their English cognitive academic proficiency. It practically demonstrates communicative language teaching, co-operative learning and reflective practice. The evaluation of the English as LoLT Course explored the multiple perspectives of its evaluation audience; the interrelatedness of the course content and the learning milieu; planning, learner participation and assessment in Outcomes-based education (OBE), teaching practice, and the conceptual development and transfer of English in everyday communication and as the LoLT. The findings and recommendations of the study highlight the need to develop teachers' own English language usage and their participation in professional working groups to develop their knowledge and skills as facilitators, reflective practitioners, and curriculum developers. In addition, the study evaluates the Context Adaptive Model (Lynch, 1996; 2003) selected to guide the evaluation of the English as LoLT Course at a meta-evaluation level. The validation of the language programme evaluation model is mainly related to the epistemological claims of utilitarian pragmatism and interpretivism in programme evaluation research. The ability of the model to facilitate valid findings according to these epistemological claims in the evaluation of the English as LoLT Course is evaluated. Core criteria of flexibility, appropriateness, clarity of description and clarity of logic were identified and used to evaluate the language programme evaluation model. The findings and recommendations of the study attempt to offer a response to the need for quality assured language learning programmes in teacher development, especially for programmes in the use of English as a LoLT in the multilingual and multicultural rural context of South Africa. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2008.

This study evaluates a teacher development course on the use of English as the language of learning and teaching (LoLT). The course was developed and implemented in a sample of Intermediate Phase classrooms in four rural primary schools of the Free State Province. The course was a language intervention programme in an integrated district development project funded by the Flemish Government. The project was implemented from 2002 to 2004. The course was developed and implemented by Sacred Heart College Research and Development Unit in collaboration with the School of Languages of the North-West University. The course aimed at developing teachers' knowledge and skills in using learners' basic interpersonal communication skills in their home languages and in English to develop their English cognitive academic proficiency. It practically demonstrates communicative language teaching, co-operative learning and reflective practice. The evaluation of the English as LoLT Course explored the multiple perspectives of its evaluation audience; the interrelatedness of the course content and the learning milieu; planning, learner participation and assessment in Outcomes-based education (OBE), teaching practice, and the conceptual development and transfer of English in everyday communication and as the LoLT. The findings and recommendations of the study highlight the need to develop teachers' own English language usage and their participation in professional working groups to develop their knowledge and skills as facilitators, reflective practitioners, and curriculum developers. In addition, the study evaluates the Context Adaptive Model (Lynch, 1996; 2003) selected to guide the evaluation of the English as LoLT Course at a meta-evaluation level. The validation of the language programme evaluation model is mainly related to the epistemological claims of utilitarian pragmatism and interpretivism in programme evaluation research. The ability of the model to facilitate valid findings according to these epistemological claims in the evaluation of the English as LoLT Course is evaluated. Core criteria of flexibility, appropriateness, clarity of description and clarity of logic were identified and used to evaluate the language programme evaluation model. The findings and recommendations of the study attempt to offer a response to the need for quality assured language learning programmes in teacher development, especially for programmes in the use of English as a LoLT in the multilingual and multicultural rural context of South Africa. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2008.

Jag har i min masteruppsats, utifrån ett begreppshistoriskt perspektiv med transnationell tillämpning, analyserat begreppsöverföringen och etableringen från begreppet Holocaust till det svenska ordet förintelsen med dess nya betydelse Förintelsen. Jag har även analyserat när, hur och vilka som befäste begreppet Förintelsen i svenskt språkbruk. Ordet och begreppet Holocaust Min analys visar att begreppet Holocaust överförs till Sverige och etableras i Sverige genom det svenska ordet och begreppet Förintelsen. Ordet och begreppet Förintelsen Mitt arbete presenterar ett resultat som kullkastar tidigare uppfattningar om etableringen av ordet och begreppet Förintelsen i svenskt språkbruk. Etableringen av ordet och begreppet Förintelsen genomfördes på följande sätt. Bonniers Förlag lanserade år 1978 en översättning av romanen Holocaust, i Sverige marknadsförd med titeln Förintelsen. År 1979 premiärvisade SVT den amerikanska tv-serien Holocaust, i Sverige marknadsförd med titeln Förintelsen. Tidningarna fylldes från år 1979 av artiklar om det nazistiska folkmordet på judar under andra världskriget med rubriken Förintelsen samtidigt som Skandinaviska Institutet för judisk utbildning och kultur producerade läromedel för Sveriges samtliga skolor och bibliotek under begreppet Förintelsen. År 1982 repriserades tv-serien Förintelsen, omgärdad av faktaprogram, allt under det samlande namnet Förintelsen. Ordet och begreppet Förintelsen hade slutligen, efter fyra års intensiv användning, slagit igenom i svenskt språkbruk. Mitt arbete visar att det fanns en samstämmighet, en gemensam vilja hos Bonniers Förlag, SVT, massmedia och judiska organisationer att benämna det nazistiska folkmordet på judar under andra världskriget under den gemensamma benämningen Förintelsen. Alla samverkade för att befästa ordet och begreppet Förintelsen. Jag har i mitt arbete visat att det inte enbart var titeln på en tv-serie som befäste begreppet Förintelsen i svenskt språkbruk. Det krävdes en omfattande samverkan för att etablera ordet och begreppet Förintelsen i Sverige såsom ett samlande begrepp för det nazistiska folkmordet på judar under andra världskriget. / In my master's thesis, from a conceptual historical perspective with transnational application, I have analyzed the concept transfer and the establishment from the concept of Holocaust to the Swedish word förintelsen with its new meaning Förintelsen. I have also analyzed when, how and who consolidated the concept of Förintelsen in Swedish language use. The word and the concept of the Holocaust My analysis shows that the concept of the Holocaust is transferred to Sweden and established in Sweden through the Swedish word and the concept of Förintelsen. The word and the concept of Förintelsen My work presents a result that overturns previous perceptions about the establishment of the word and the concept of Förintelsen in Swedish language. The establishment of the word and the concept of the Holocaust was carried out in the following way. Bonniers Förlag launched in 1978 a translation of the novel Holocaust, in Sweden marketed with the title Förintelsen.In 1979, SVT premiered the American television series Holocaust, in Sweden marketed with the title Förintelsen. From 1979, the newspapers were filled with articles about the Nazi genocide of Jews during World War II, entitled Förintelsen, while the Scandinavian Institute for Jewish Education and Culture produced teaching materials for all of Sweden's schools and libraries under the term Förintelsen. In 1982, the television series Förintelsen was repeated, surrounded by factual programs, all under the collective name Förintelsen. The word and the concept of Förintelsen had finally, after four years of intensive use, made its way into Swedish language. My work shows that there was a consensus, a common will at Bonniers Förlag, SVT, the media and Jewish organizations to name the Nazi genocide of Jews during World War II under the common name Förintelsen. Everyone worked together to consolidate the word and the concept of Förintelsen. In my work, I have shown that it was not only the title of a TV series that consolidated the concept of Förintelsen in Swedish language. Extensive collaboration was required to establish the word and concept of Förintelsen in Sweden as a unifying concept for the Nazi genocide of Jews during World War II.

Active Approaches provide chances for individual, comprehension-oriented learning and can facilitate the acquirement of general mathematical competencies. Using the example of pinboards, which were developed for different areas of the secondary level, workshop participants experience, discuss and further develop learning tasks, which can be used for free activities, for material based concept formation, for coping with heterogeneity, for intelligent exercises, as tool for the presentation of students’ work and as basis for games. The material also allows some continuous movements and can thus prepare an insightful usage of dynamic geometry programs. Central Part of the workshop is a work-sharing group work with learning tasks for grades 5 to 8. The workshop will close with a discussion of general aspects of material-based learning.