• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 61
  • 15
  • 13
  • 6
  • 1
  • 1
  • Tagged with
  • 164
  • 164
  • 109
  • 47
  • 43
  • 30
  • 28
  • 27
  • 27
  • 23
  • 23
  • 21
  • 20
  • 20
  • 19
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

K-12 Teachers and Learners in an Electronic World: A Review of the Literature. Part I: Context, Learning Outcomes and Pedagogical Implications

Janes, Diane, Macfadyen, Leah P., Hawkes, Beth January 2004 (has links)
Current literature relating to information and communication technologies (ICT) in K-12 teaching and learning offers positive and cautionary perspectives. Overall, there exists great optimism about the benefits of ICT-mediated learning for students. Below, we review literature on ICTs in K-12 education, with emphasis on technology-supported constructivist learning, the challenges and pedagogical implications of educational technologies, changing roles for teachers, and technology in the classroom. In Part II, we will review literature on K-12 learner issues that can affect successful learning using ICTs. We will report on learner satisfaction with online learning, current thinking on skills of successful online students, and existing theoretical discussions of technology and learning styles. We will review student diversity and ICT-mediated learning, student differences, which challenge online learning, and the opportunities offered by ICTs for particular subgroups of learners. Overall, we offer a snapshot of current literature on effectiveness of ICT-mediated learning from the perspective of the K-12 learner.
2

K-12 Teachers and Learners in an Electronic World: A Review of the Literature. Part II: Learner Issues in ICT-mediated Learning

Macfadyen, Leah P. Janes, Diane Hawkes, Beth January 2004 (has links)
Current literature relating to information and communication technologies (ICT) in K-12 teaching and learning offers positive and cautionary perspectives. Overall, there exists great optimism about the benefits of ICT-mediated learning for students. Previously, we reviewed literature on ICTs in K-12 education, with emphasis on technology-supported constructivist learning, the challenges and pedagogical implications of educational technologies, changing roles for teachers, and technology in the classroom. Below, we review K-12 literature on learner issues that can affect successful learning using ICTs. We report on learner satisfaction with online learning, current thinking on skills of successful online students, and existing theoretical discussions of technology and learning styles. We review student diversity and ICT-mediated learning, student differences which challenge online learning, and the opportunities offered by ICTs for particular subgroups of learners. Overall, we offer a snapshot of current literature on effectiveness of ICT-mediated learning from the perspective of the K-12 learner.
3

Mapping Multiliteracies onto the Pedagogy of K-12 Teachers

Main, Kristin Lee 09 June 2011 (has links)
This qualitative research maps multiliteracies onto the pedagogy of teachers of kindergarten through grade 12. It examines how teachers ready their students to become multiliterate beings, that is, how teachers approach literacy in a manner that is reflective of the diversity of students in order to prepare them for their futures in a competitive digital world. Twenty teachers from Northwestern Ontario were selected using intensity sampling to participate in audio-taped interviews. The sample included three teachers from each of the elementary grades (kindergarten, primary, junior and intermediate) and eight teachers from the secondary panel (intermediate/senior). Teachers were nominated by school administrators and curriculum leaders based on a provided list of multiliteracies indicators. An interview guide was used to isolate elements of the content of multiliteracies (designing processes) and the form (situated practice, overt instruction, critical framing and transformed practice). One teacher from each of the four elementary grade divisions, as well as two teachers from the secondary level were observed and participated in follow-up interviews. Individual interviews were coded using a deductive frame as well as constant comparison. The observational field notes and follow-up interviews were used as triangulation to enrich the interview data. Excel and macros were used to organize the data. Findings document teachers’ conscious inclusions of content reflective of student subjectivities as well as the need for teachers to continue to challenge the role of literacy as more than compensatory education. Teachers’ pedagogies were rooted in engaging students and demonstrated a focus on the affective needs of students that reached beyond multiliteracies theory. Both critical literacies and information technology were integrated into pedagogy, although teachers reported feelings of low confidence and the desire for additional professional development opportunities. Other findings that emerged emphasized a range in orientations to student risk in literacy learning and strong alignments with provincial protocol. This study advances the research field by describing connections between multiliteracies as a theoretical frame and teachers’ perceptions of their literacy practices across grades K-12 and highlights ways in which multiliteracies can extend literacy pedagogy.
4

Mapping Multiliteracies onto the Pedagogy of K-12 Teachers

Main, Kristin Lee 09 June 2011 (has links)
This qualitative research maps multiliteracies onto the pedagogy of teachers of kindergarten through grade 12. It examines how teachers ready their students to become multiliterate beings, that is, how teachers approach literacy in a manner that is reflective of the diversity of students in order to prepare them for their futures in a competitive digital world. Twenty teachers from Northwestern Ontario were selected using intensity sampling to participate in audio-taped interviews. The sample included three teachers from each of the elementary grades (kindergarten, primary, junior and intermediate) and eight teachers from the secondary panel (intermediate/senior). Teachers were nominated by school administrators and curriculum leaders based on a provided list of multiliteracies indicators. An interview guide was used to isolate elements of the content of multiliteracies (designing processes) and the form (situated practice, overt instruction, critical framing and transformed practice). One teacher from each of the four elementary grade divisions, as well as two teachers from the secondary level were observed and participated in follow-up interviews. Individual interviews were coded using a deductive frame as well as constant comparison. The observational field notes and follow-up interviews were used as triangulation to enrich the interview data. Excel and macros were used to organize the data. Findings document teachers’ conscious inclusions of content reflective of student subjectivities as well as the need for teachers to continue to challenge the role of literacy as more than compensatory education. Teachers’ pedagogies were rooted in engaging students and demonstrated a focus on the affective needs of students that reached beyond multiliteracies theory. Both critical literacies and information technology were integrated into pedagogy, although teachers reported feelings of low confidence and the desire for additional professional development opportunities. Other findings that emerged emphasized a range in orientations to student risk in literacy learning and strong alignments with provincial protocol. This study advances the research field by describing connections between multiliteracies as a theoretical frame and teachers’ perceptions of their literacy practices across grades K-12 and highlights ways in which multiliteracies can extend literacy pedagogy.
5

Real Parenting in a Virtual World: Roles of Parents in Online Mathematics Courses

Cwetna, Karla Goldhahn 13 May 2016 (has links)
Enrollment in K-12 online courses continues to rise substantially each year (Evergreen Education Group, 2015). As the number of students taking courses online increases, the number of parents parenting in online courses also increases. This qualitative exploratory case study, bounded by the online program that was studied, was performed to better understand parents’ perceptions of their roles in online high school mathematics courses. Eighty-seven parents participated in an online questionnaire which elicited both quantitative and qualitative responses. Guided by the major tenets of symbolic interactionism theoretical framework, these responses were combined with data from six interviews to investigate why parents chose to enroll their children in online mathematics courses, their expectations pertaining to the online mathematics course, and their perceived roles and responsibilities in the online mathematics course. Through a detailed process of analyzing the questionnaire and interview data, nine themes emerged: (a) participant parents enrolled their children in online mathematics courses to remove their child from a negative social environment and to avoid distractions in the traditional setting; (b) participant parents want their children to have the flexibility to work ahead of their peers; (c) the school should provide quality curriculum and resources for teachers, students, and parents; (d) teachers should identify and address when students need help; (e) teachers should be available and approachable; (f) students should put forth their best effort; (g) students should ask for help when they experience difficulty understanding a new concept; (h) participant parents monitor to make sure their children are completing assignments and asking for help; and (i) participant parents help their children by re-teaching mathematics concepts or encouraging the child to seek help from others. This study has theoretical and practical significance by adding to literature investigating parental roles in mathematics education and providing insight on the nature of parental involvement in an online high school mathematics program. Consistent with relevant literature (Currie-Rubin & Smith, 2014; Curtis, 2013; Thurber, 2013), results of this study call upon educators to invest in efforts that enhance understanding of parents’ perspectives in an effort to strengthen parental involvement in online mathematics courses. INDEX WORDS: Mathematics, Online learning, Online mathematics, K-12 online learning, Virtual learning, Parental involvement, Parental engagement, Parental roles, Interactions, Teacher responsibilities, Student responsibilities, Success, Perceptions of success, Flexibility
6

People not Print: Exploring Engineering Future Possible Self Development in Rural Areas of Tennessee's Cumberland Plateau

Boynton, Matthew Arnold 06 February 2014 (has links)
This study explores how students in rural areas of Tennessee's Cumberland Plateau area perceive engineering as a future career. This area is a portion of the greater Appalachian region, which has historically, faced disproportionate economic struggles when compared to other areas of the United States. However, little research on career choice exists outside of the coal producing areas of Central Appalachia. This research, in contrast, focuses on rural counties without interstate access, situated along the Cumberland Plateau in Tennessee, an area with an economy historically based in manufacturing. This research focuses on understanding students' perceptions of engineering as a future career and on factors that support and inhibit the development of these perceptions. To understand these perceptions, the study used qualitative, semi-structured interviews, situated in a Social Constructivist worldview, informed by the Future Possible Selves framework. Participants include 27 high school students, 7 college engineering students, and 5 college students who had exposure to engineering through a formal program but are currently enrolled in another major. Results of the study show that without access to formal programs or professionals to expose them to engineering, participants did not have a clear perception of engineering, and were not likely to pursue this career. Exposure through a formal program seemed to spark the start of engineering future possible self development by aligning engineering with activities participants enjoy. However, these participants often also believed that they lacked some key "ability" needed to become an engineer. Participants who had access to both formal programs and professionals were able to provide a clear description of potential engineering careers, aligning such careers with activities they enjoyed and, importantly, with desired attributes of their future. In addition, participants typically described relationships with professionals as mitigating the fear that an engineering career was beyond their "ability." These results provide evidence, that in this study area, printed materials and programs are not enough; people clearly make the difference in helping students develop a clear perception of engineering as a viable future career choice. This result has multiple implications for engineering educators and industries interested in K-12 outreach. / Ph. D.
7

A Survey of Factors Which Influence Teachers' Use of Computer-based Technology

Jaber, William E. 18 August 1997 (has links)
Current literature is plentiful on computer-based technology's influence on students. There are only a few studies which have looked at the influence that computer-based technology has on teachers. This is a study of factors which influence teachers' use of computer-based technology. It is based on inconsistencies in previous studies, areas not addressed in previous surveys and the dramatic changes in computer-based technology and Internet access using Web browsers since the previous surveys on computer-based technology were conducted. A survey was conducted of K-12 teachers in two rural county school systems. One was in southern West Virginia and the other was in southwestern Virginia. This survey found that computer access in the classroom influenced the frequency of use for some instructional activities. Lack of Internet access and obsolete computer equipment resulted in a negative influence to the teachers use of computer-based technology in the classroom. Teachers also expressed a desire for a continuous type of training program for the use of computers. / Ph. D.
8

LessonLink: A Portal for Arizona's Teachers

Rivera, Alexandra, Zaghloul, Raik 02 May 2008 (has links)
Poster presentation from the Living the Future 7 Conference, April 30-May 3, 2008, University of Arizona Libraries, Tucson, AZ. / The University of Arizona has many useful resources for K-12 instructors that have been developed by different programs and departments and, until now, have been difficult to locate. The UA Libraries has developed a new resource called LessonLink that pulls together over 100 online resources for K-12 instructors. With this rich database, teachers only need to go to one site to access this material selected by a UA librarian for relevancy and applicability. Instructors can locate lesson plans, content for classroom activities, information about UA onsite campus visits, classroom visits from UA faculty and grad students, and programs for professional development. Teachers can search this database by subject and grade level. This poster will describe why and how this resource was developed, how it works, and its potential for outreach.
9

How do three public school art teachers in Texas use art criticism and discussion to teach contemporary art in the K-12 classroom

Garfield, Samantha Rebecca 09 September 2014 (has links)
I conducted a case study to observe three art classes at various campuses throughout Austin, Texas in order to observe how art criticism methods were used to guide classroom discussions about contemporary art. By engaging in art criticism in the classroom, an instructor can ultimately enrich the teaching and learning of art. They can also assist students in learning to subjectively evaluate images from their everyday lives, reinforcing the value placed on thoughtful description through art education. Learning how to turn an evaluation from a judgmental and careless acceptance or dismissal into a thoughtful analysis can suspend indifference and re-invigorate the potential educational aspect of time spent in the art classroom and expand the scope of learning outside the arena of art. The value of using contemporary art for these evaluations, as opposed to more traditionally recognized artists, enables the art lessons to become integrated into a social and cultural context and can integrate social studies, political science, and any number of other concentrations into arts education. / text
10

Perceptions of Administrators on the Use of Distance Education in Texas Public Schools

Rabroker, Raymond Bernard Jr. 2011 December 1900 (has links)
The purpose of this study was to determine the perceptions of school administrators about the use of distance education in Texas public schools. A mixed-method research design was used to determine if these administrators' perceptions were barriers to the implementation of distance education. The study included a series of 17 interviews with school principals and superintendents. Based on these interviews, a survey instrument was developed and sent to a larger sample of administrators. The sample population for the survey comprised administrators from three Education Service Centers in Texas. Results of the qualitative interviews and of the quantitative survey indicated that distance education has the potential to provide greater flexibility in offering high quality coursework and activities. However, administrators perceived that they lack control of these programs, and that the number of students who excelled in distance education was limited. Additionally, administrators perceived that distance education courses were not as good as traditional courses while admitting to a lack of knowledge about distance education. Overall, administrators who believed they had the support of their local school boards were most likely to implement distance education in their districts.

Page generated in 0.0312 seconds