Not available / text

No description available.

Šiandienos visuomenės skiriamasis bruožas - naujovės. Daugelis objektų, reiškinių, procesų sulaukia skirtingo vertinimo, požiūrio ir sampratų. Dabartinę žmogaus orientaciją ir gyvenimą socialiniame pasaulyje lemia kaitos procesai. Keičiasi dvasinis, kultūrinis, technologinis kontekstas. Šiuolaikiniai kaitos procesai neišvengiamai formuoja tam tikras žmogaus savybes, keldami naujus reikalavimus ugdymo organizacijoms, įpareigodami jas keistis ir naudotis naujomis galimybėmis. Edukacinės novacijos ir jų diegimas yra aktualus tyrimų objektas, sulaukiantis nemažo įvairių sričių mokslininkų dėmesio. Šiame kontekste edukacinių novacijų diegimo ir valdymo veikla kelia daugybę tiek teorinio, tiek praktinio pobūdžio klausymų, todėl išryškėja mokslinė problema. Tyrimo objektas – pedagogų požiūris į edukacinių novacijų diegimo valdymą gimnazijoje. Tyrimo tikslas- atskleisti pedagogų požiūrį į edukacinių novacijų diegimo valdymą gimnazijoje. Anketinė pedagogų apklausa vykdoma Mažeikių bei Akmenės rajonų regionuose esančiose gimnazijose. Iš gautų rezultatų galime daryti tokias išvadas: Edukacinių novacijų diegimas ir valdymas labai aktualus ir problematiškas švietimo sistemos procesas, per kurį perimami nauji veiklos būdai, naudojami edukacinėje terpėje. Po nepriklausomybės Lietuvos švietimo sistemoje įvyko reikšmingi struktūriniai ir funkciniai pokyčiai. Pedagogai supranta šių pokyčių neišvengiamumą, pritaria edukacinių novacijų diegimo svarbai mokyklose. Novacijų diegimas... [toliau žr. visą tekstą] / Innovations are an accent of contemporary society. Various objects, phenomena, and processes attain different assessment, attitude and conceptions. Contemporary human orientation and life in social world are determined by processes of change. Psychic, cultural and technological contexts are changing. The contemporary processes of change inevitably form particular human features raising new requirements for educational organizations, obligating them to change and use new possibilities. Educational innovations and their implementation are relevant subjects of research, which attain considerable attention of scientists of various scopes. In this context, the activity of implementation and management of educational innovations raises many questions both of theoretical and practical nature, thus, the problem of research develops. The subject of the research: Attitude of pedagogues towards management of implementation of educational innovations in gymnasium. The aim of the research: to reveal the attitude of pedagogues towards management of implementation of educational innovations in gymnasium. The survey of pedagogues by means of questionnaire is performed in the gymnasiums of Mažeikiai and Akmenė regions. The obtained results allow concluding the following: The implementation and management of educational innovations is a very relevant and problematic process of education system, through which new ways of activity applicable in educational medium are absorbed. After the... [to full text]

The purpose of this study was to determine what relationship, if any, existed between student participation in the C.L.A.S.S. Project and student achievement as measured by the ISTEP testing program. This study was designed to provide statistical data for teachers, administrators, and other educators looking for instructional methods to provide students with increased learning opportunities to improve education.There were two groups of subjects in this study. The experimental group consisted of schools who had been participating in the C.L.A.S.S. Project for a minimum of two years. Thirty-seven Indiana schools made up this group. Thirty-seven schools were selected for a control group. They were randomly selected as not significantly different from schools in the experimental group by using performance based leagues determined by a statistical formula and provided by the Indiana Department of Education.Data collected regarding the schools in the study included rank and league placement as determined by the Indiana Department of Education and ISTEP scores provided by the Indiana Department of Education. ISTEP scores were used for grades two and three in the subject areas of Reading, Language Arts, Math, and Total Battery.The primary hypothesis of this study, stated in null form, is that the C.L.A.S.S. Project has no effect on student achievement as measured by the ISTEP testing program. Alternate null hypotheses were stated regarding the results of the individual subject areas: Reading, Language Arts, and Math.The results of this study failed to find significant differences between the schools using the C.L.A.S.S. Project and those in the control group. Analyses of variance were conducted on the experimental and control groups' data from test scores achieved on 1993 ISTEP test. Multivariate analysis (MANOVA) and univariate analyses (ANOVAs) were conducted to determine if the C.L.A.S.S. Project had any significant effect on isolated subject areas as tested on ISTEP and to see if the C.L.A.S.S. Project had any significant effect on anticipated achievement compared to actual achievement. The .05 alpha level was used to test the level of significance in this study. / Department of Educational Leadership

The purpose of this qualitative phenomenological study was to document the perceptions that faculty hold regarding changes made to their curricular, pedagogical, and personal practices in an introduction to education course during the implementation of a one-to-one laptop initiative at a medium-sized Midwestern university teacher’s college. Technology transforms the work of faculty in higher education. Faculty face changes that are revolutionizing their personal and professional teaching lives because of choices that universities have to make in order to meet the demands of the current student body as well as state and national standards. Institutional support including faculty driven, content-specific professional development, on-demand help, hands-on practice time, and individualized attention are paramount for faculty learning and continuing to engage in technology integration to meet the learning needs of today’s technology-savvy students. / Access to thesis and accompanying PDF permanently restricted to Ball State community only / Department of Educational Studies

Doctor of Education / This thesis is situated in the research field of systemic functional linguistics (SFL) in education and within a professional context of multiliteracies for academic purposes. The overall aim of the research is to provide a metafunctional account of multimodal and multisemiotic meaning-making in print and electronic learning materials in first year science at university. The educational motivation for the study is to provide insights for teachers and educational designers to assist them in the development of students’ multiliteracies, particularly in the context of online learning environments. The corpus comprises online and CD-ROM learning resources in biology, physics and chemistry and textbooks in physics and biology, which are typical of those used in undergraduate science courses in Australia. Two underlying themes of the research are to compare the different affordances of textbook and screen formats and the disciplinary variation found in these formats. The two stage research design consisted of a multimodal content analysis, followed by a SF-based multimodal discourse analysis of a selection of the texts. In the page and screen formats of these pedagogical texts, the analyses show that through the mechanisms of intersemiosis, ideationally, language and image are reconstrued as disciplinary knowledge. This knowledge is characterised by a high level of technicality in image and verbiage, by taxonomic relations across semiotic resources and by interdependence among elements in the image, caption, label and main text. Interpersonally, pedagogical roles of reader/learner/viewer/ and writer/teacher/designer are enacted differently to some extent across formats through the different types of activities on the page and screen but the source of authority and truth remains with the teacher/designer, regardless of format. Roles are thus minimally negotiable, despite the claims of interactivity in the screen texts. Textually, the organisation of meaning across text and image in both formats is reflected in the layout, which is determined by the underlying design grid and in the use of graphic design resources of colour, font, salience and juxtaposition. Finally, through the resources of grammatical metaphor and the reconstrual of images as abstract, both forms of semiosis work together to shift meanings from congruence to abstraction, into the specialised realm of science.

Thesis (M.A.)--University of Toronto, 2006. / Source: Masters Abstracts International, Volume: 44-06, page: 2580.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Marilyn Laiken.

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 155-166).

Thesis (Ph. D.)--University of Toronto, 2005.