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Tutor role enactment in the peer teaching dyad the effects of tutor-initiated tutee evaluation and reward /Towson, Shelagh Margaret Jane, January 1971 (has links)
Thesis (M.A.)--University of Wisconsin--Madison, 1971. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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Small group work in a social justice classroom /Lin, Yih-Sheue. January 2005 (has links)
Thesis (Ph.D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 127-135).
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Two dimensions of student ownership of learning during small-group work with miniprojects and context rich problems in physics /Enghag, Margareta, January 2006 (has links)
Disputats, Mälardalens högskola, 2007. / Findes også på internet (PDF-format): http://www.diva-portal.org/diva/getDocument?urn_nbn_se_mdh_diva-169-2__fulltext.pdf. Med litteraturhenvisninger.
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Network learning : how teachers learn through their professional networksLin, Warangkana, 林許淑謙 January 2015 (has links)
This is a study about teacher learning in a case school. In this context, the study concentrates on teacher learning in groups. In the literature, there is a lot of attention to teacher learning in groups, community, and networks; however, many researchers indicate the necessity of understanding the processes of teacher’s interactions and obtaining concrete evidence of such interactions. This points to the need to secure quantitative data as well as qualitative data.
This study is a step-wise exploration of teacher learning in the school. Step 1: The study began by understanding the pattern of teacher’s professional interactions using Social Network Analysis (SNA). Step 2: In order to delineate teacher learning in the school, the study then borrowed the concept of Professional Learning Communities (PLCs) from Karen Seashore Louis (2006). Hence, Confirmatory Factor Analysis (CFA) was used to confirm that the chosen Professional Learning Communities (PLCs) constructs are suitable for this study. Step 3: Structural Equation Modeling (SEM) was adopted to link the pattern of teacher’s professional interactions to the confirmed PLCs constructs. Step 4: Interviews were conducted to triangulate with and to interpret the quantitative findings.
While Social Network Analysis (SNA) provides a general pattern and relative positions of teacher’s professional interactions, Structural Equation modeling (SEM) helps identifying the types of professional activities and their intensity in the networks. Hence, it provides a 3-D picture of relations among teachers in the case school. This integrated analysis leads to the comprehensively understanding of learning activities that occurred among teachers in this school.
In this study, the concept of PLC is seen as a combination of Professional Community (PC) and Organizational Learning (OL). It is found that, in this school, teachers themselves have high capacity for learning through networks. The major way of interactions among teachers is through discussions to exchange resources and ideas.
The findings are in two dimensions: The first is about professional community. The framework of professional community comprises reflective dialogue (which is how teachers engage in deep discussions about instructions) and deprivatized practice (which is how teachers exchange their practices through classroom observation and coteaching). Teachers in the school are found to be strong in the former and weak in the latter. Second, because of the lack of practice sharing and because of the lack of a whole-school system to promote collective practice (which can be IT platforms, regulations, policies, mechanisms, and so forth), the school is yet to demonstrate full capacity of organizational learning.
In relevance to theory, while there is a vague, ambiguous, and overlapping meaning of professional community and organizational learning in the literature, the study points to the possible distinction between the two. Empirically, it can be concluded that professional community emphasizes on the interactions among teachers, whereas organizational learning emphasizes on collective actions in the whole school.
The study leads to the reinterpretation and modification of Louis (2006)’s framework. To become a learning school, three elements are essential: (1) Teachers engage in professional discussions (i.e. reflective dialogue), (2) Teachers exchange and share professional practices (i.e. deprivatized practice), (3) There must be systemic efforts to facilitate collective action (i.e. shared social construction). / published_or_final_version / Education / Doctoral / Doctor of Education
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Reaching for the Accounting Education Change Commission's recommendations through cooperative learningSwanson, Janice M., 1944- 17 May 1994 (has links)
The Accounting Education Change Commission (AECC) is
a consortium of concerned accounting professionals and
accounting educators that advocates the redesigning of
accounting curriculums in higher education. Traditionally
accounting programs have focused on the technical aspects
of the profession. Although technical competence is
necessary for the profession, the AECC urges accounting
curricula to provide students with experiences that will
foster decision-making skills, communication skills and
interpersonal skills.
This study was an attempt to respond to the
recommendations of the Accounting Education Change
Commission through cooperative learning pedagogy. Related
research suggests that employing particular elements of
cooperative learning can improve intellectual skills,
communication skills, interpersonal skills, learning to
learn, active learning, achievement, attitudes and student
evaluations of teachers.
The data from this study indicate that while imposing
the AECC's recommendations through the use of cooperative
learning pedagogy most students attained high levels of
achievement on unstructured problems requiring high levels
of cognitive applications. However, student achievement
was not as high as expected on structured problems
requiring lower levels of cognitive applications.
In addition, students' reactions to cooperative learning
and implementation of the AECC's recommendations were
mixed. Team work was not perceived by many students to be
important in introductory accounting. However, learning
to learn and active participation in the learning process
were deemed important to students in introductory
accounting. Furthermore, students evaluated the
professor's teaching effectiveness significantly lower
than did previous students taking introductory accounting
from the same professor using traditional lecture-recitation
methods. Imposing the AECC recommendations
through cooperative learning techniques in introductory
accounting in higher education clearly calls for further
research and longer-term exposure to the changes in
classroom pedagogy. / Graduation date: 1995
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Occupational therapy students in the process of interdisciplinary collaborative learning, a grounded theory study /Howell, Dana M. January 1900 (has links)
Thesis (Ph. D.)--University of Idaho, 2006. / Also available online in PDF format. Abstract. "February 28, 2006." Includes bibliographical references (leaves 185-195).
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Cooperative learning methods for group piano : the development of a teaching guideMeulink, Judie N. 10 January 2012 (has links)
This inquiry explored cooperative learning theory and methodology in the context of teaching functional keyboard skills in undergraduate collegiate group piano classes. The purpose was to create a teaching guide to be used in the teaching and learning of harmonization, transposition, improvisation, sight-reading, accompanying, playing by ear, and technique. The guide was created using established cooperative learning methods and was intended to be used in conjunction with other resources common to collegiate group piano classes. The majority of cooperative learning material pertains to non-music subjects; of those resources that relate to music, there are almost no available published sources that incorporate cooperative learning into the group piano curriculum. Teachers of collegiate group piano classes may wish to use this guide to introduce cooperative learning methodology in their teaching situations. / School of Music
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The perceived usefulness of webBoard in enhancing collaborative learningIp, Kwai-fun. January 2001 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 39-42).
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Effects of collaborative discussion on students' reading performanceChang, Po-lin, Pauline. January 2001 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 80-88).
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Implementing the new history syllabus in Hong Kong case studies of project-based learning (PBL) in three secondary schools /Kao, Lai-kuen. January 2001 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 131-139).
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