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The Understanding and Attitudes of Elementary Teachers Toward Economic EducationVines, Carolyn Wadkins 08 1900 (has links)
The purposes of this study are to determine the understanding of economic concepts and attitudes toward economic education of selected elementary teachers, to determine which variables relate to the understanding of economic concepts and attitudes toward economic education, to determine the interaction of selected variables, and to determine if there is a positive correlation between the understanding of economic concepts and attitudes toward economic education. The analysis of data reveals the following: 1. Completion of a recent college level social studies methods course does not appear to have a significant relation to the teachers' understanding of economic concepts. The methods course does appear to have some positive significant relation to teachers' attitudes toward economic education, although not significant at the .05 level. 2. Completion of two or more college level courses in economics does not appear to have a significant relation to the teachers' understanding of economic concepts or their attitudes toward economic education. 3. Participation in a Developmental Economic Education Program (DEEP) workshop appears to have a significant relation to the teachers' understanding of economic concepts, but does not appear to have a significant relation to their attitudes toward economic education. 4. Teaching assignment (classroom organization) does not appear to have a significant relation to the teachers' understanding of economic concepts, but does appear to have a significant relation to their attitudes toward economic education with teachers in a self-contained classroom having a less favorable attitude toward economic education than do teachers in team-teaching or departmentalized classrooms. 5. The interaction of the variables grade level taught and adopted textbook series used appears to have a significant relation to the teachers' understanding of economic concepts and their attitudes toward economic education. Sixth grade teachers using textbooks with high-economic content score higher in cognition and fourth-grade teachers using textbooks with low-economic content have a less favorable attitude toward economic education. 6. There is a significant positive correlation between teachers' understanding of economic concepts and their attitudes toward economic education.
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The use of variation theory to enhance students' capacity to understand the concept of 'gains from trade'Wong, Yuk-wah., 王玉華. January 2005 (has links)
published_or_final_version / Education / Master / Master of Education
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The use of variation theory to improve the teaching and learning of international tradeLam, Yuk-sun., 林旭新. January 2005 (has links)
published_or_final_version / abstract / Education / Master / Master of Education
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Secondary students' conceptions of learning economicsTo, Wai-tik., 杜偉迪. January 2003 (has links)
published_or_final_version / Education / Master / Master of Education
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Can a constructivist learning environment enhance a deep approach to learning?Fok, Po-yan., 霍寶欣. January 2002 (has links)
published_or_final_version / Education / Master / Master of Education
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A study of teachers' conceptions of economics teachingChung, Chau-yin., 鍾秋燕. January 2003 (has links)
published_or_final_version / toc / Education / Master / Master of Education
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The use of individualized/programmed instruction in the area of clothing and textiles and its cost effectivenessCory, Edna Marie January 1980 (has links)
No description available.
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Development and evaluation of individualized instructional media for draping on the dress formForbes, Joan Louise Clark January 1978 (has links)
No description available.
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A study of capacity building strategies of heads of department, curriculum co-ordinators and level 1 educators in the economic and management sciences learning area in 5 primary schools in the eThekwini region of KwaZulu-Natal Department of Education.Dorasamy, Rajendren Sabapathy. January 2005 (has links)
The dire need for capacitating Economic and Management Sciences (EMS) educators in subject-specific knowledge occurred to me whilst conducting workshops for EMS educators within the KwaZulu-Natal Department of Education. Educators often complained that they neglected EMS as a Learning Area as they lacked the requisite subject~specific knowledge. This, they claimed was exacerbated by the paucity of EMS educator and learner support materials. This prompted me to undertake a case study of the current capacity building strategies of heads of department, curriculum co-ordinators and level 1 educators in (EMS) Learning Area. The case study was restricted to a cluster of 5 pnmary schools in the Ethekwini Region of the Kwa-Zulu Natal Department of Education. Schools were chosen on the basis of convenience, cost, proximity to each other and previous professional involvement with the schools. Data were collected through questionnaires, interviews and observation at workshops. Findings suggest that there existed a lack of fundamental knowledge in the EMS learning area and further that current development strategies did not necessarily meet the needs of educators. Stemming from the research findings, the study recommends that continuous professional development of educators must be seen as an evolving set of activities that should respond to the specific contextual needs of educators at different stages in their lifelong development as professionals. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.
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Attitudes of secondary school students toward home economics according to FHA membershipBaiyee, Martha N. January 1991 (has links)
There is no abstract available for this thesis. / Department of Home Economics
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