Thesis (Ed. D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 13, 2007) Vita. Includes bibliographical references.

This thesis deals with the issue of the imperative and its periphrastic forms. It points out the options of expression of this phenomenon and its usage. The theoretical part of the thesis also deals with imperative sayings; they are then compared to the Czech language. Chapters on methodology follow because they are necessary to process the practical part. The work refers to principles of choosing a good textbook and mentions approaches to grammar instruction. The second part analyses nine textbooks for teaching German as a second foreign language. The analysis is divided into three parts; for each of them the criteria for its evaluation were set. The analysis focuses not only on a teacher´s language but also on how the grammar is presented in the textbooks. Moreover, the differences between the books are mentioned.

Att arbeta som lärare kräver att du erhåller vissa kunskaper. Du ska ha tillräckliga ämneskunskaper och pedagogiska kunskaper. Du ska även ha kunskaper om hur planering, utförande och utvärdering av undervisningen sker. Att skapa en lektionsplanering och integrera alla nödvändiga delar av en undervisning är komplext. Därför utvecklade Shulman (1987) sex processdelar undervisningen följer. Frågan är om dagens lärare använder dessa kunskaper. Syftet är därför att bidra med förståelse om vilka kunskaper lärare besitter samt hur planering av undervisning sker. Detta genom att låta lärarna planera en undervisning inom ämnet volym. Studien genomfördes genom kvalitativa intervjuer med fem stycken lärare. Resultatet av studien visar att alla lärarna följde processdelarna. Det var emellertid mycket som skiljde sig mellan lärarna. Forskning säger att erfarenhet, utbildning och fortbildning har betydelse för lärares planeringsförmåga. Resultatet av studien visar att detta i viss utsträckning har betydelse och att lärares förmågor är olika. Dock visar egen analys att det mer beror på att alla lärare är olika individer.

ABSTRACT This essay concerns Christina Rossetti’s poem Goblin Market and its use in a Swedish upper secondary classroom. The purpose of this essay was to analyse the poem through a Marxist perspective and investigate how both the analysis of the poem and the poem itself could be used when teaching English to an upper secondary class. This was done in two stages; firstly by analysing the Victorian society’s effect on Rossetti’s poem through a Marxist criticism perspective and secondly by using a specific pedagogic method called the Socratic Dialogue method when analysing the use of the analysis and the poem in the classroom. When analysing the poem and how it has been affected by its contemporary society, it becomes clear that the poem provides a critique in several ways towards consumerism and social ideals of Victorian Britain. Concerning the use of the poem and the analysis in the upper secondary English classroom it is evident that the poem and the literary analysis combined provides an interesting view on Victorian Britain for the pupils to discuss while having Socratic seminars.

No abstract available Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Curriculum Studies / unrestricted

Previous studies of lesson preparation groups (LPG; beikezu) have not dealt with the impact of LPG on teachers’ reflective practice. This qualitative case study was an exploration of LPG group leaders’ (beike zuzhang) facilitation of LPG meetings (beike zuhui) to gain insights on reflective practices in LPG meetings. The study involved 54 participants: 29 participants (LPG group leaders and teachers) were interviewed and observed; 20 participants (teachers) were observed; and 5 participants (school leaders) were interviewed. In addition to in-depth interviews and on-site observations, two questionnaires were used to expose a holistic picture of group learning and reflection in LPG meetings. The results indicate school leaders’ perceptions and values of reflective practices have an influence on the interdependence of LPG group leaders’ preparation and facilitation of meeting content and teachers’ attitudes and engagement toward reflection in LPG meetings. School leaders expected teachers to engage in reflection inside and outside of LPG meetings, but teachers’ practices were not aligned with school leaders’ expectations, given the differing understandings of LPG goals. Schools did not have evaluative plans for reflection in LPG meetings. LPG group leaders prepared teachers to understand the upcoming week teaching content and progress. However, LPG group leaders lacked facilitation skills for encouraging reflective group discussions. They were also reluctant to deal with group dynamics challenges proactively. Teachers’ experiences of reflection depended on the purpose of meetings and meeting agendas. Teachers were more likely to engage in reflective discussions with colleagues when LPG meetings involved clear purposes, guiding questions, constructive feedback, and guided future actions. The creating reflective practice in LPG meetings model was proposed to address the interdependence between stakeholders, with the mindsets and skillsets needed for LPG group leaders and teachers. The research results represent a step toward developing school-based reflective practice professional learning communities (PLCs).

In recent years, Video-based Synchronous Computer Mediated Communication (VSCMC) has been applied in EFL education for young Chinese learners. VSCMC teaching, as distinctive from face-to-face teaching, brings numerous planning challenges for teachers using technology. Research has shown that teacher beliefs significantly affect lesson planning for technology integration. However, teacher beliefs towards VSCMC specifically have been insufficiently studied in the field of EFL education for young learners. The purpose of this qualitative multiple case study was to explore how teacher beliefs influence lesson planning regarding VSCMC teaching. Six participants in the Chinese context were interviewed in the study. The results indicated that teachers had transitional pedagogical beliefs, strong self-efficacy beliefs, and a complex set of value beliefs towards VSCMC teaching. Accordingly, these beliefs motivated them to teach in VSCMC settings in particular ways and influenced their lesson planning processes in terms of determining learning objectives, designing course content, and choosing teaching methods.

No description available.

Task-based instruction has been a promising method of instruction advocated by mathematics education researchers over the past twenty years. However traditional curricula constitute a majority of the curricula utilized in the United States. The purpose of this study is to identify the problems reform oriented novice teachers face when utilizing a traditional curriculum to plan task-based lessons. In order to identify these problems three novice teachers' interactions with curricula were observed and characterized using the frameworks of past researchers. Through analysis of teachers' textbook interaction practices it was found that teachers struggled to plan task-based lessons due to issues encountered finding/constructing mathematical tasks, and due to problems associated with being naturally oriented toward procedures while utilizing a traditional curriculum.

According to the ASCA National Model, school counselors are expected to deliver classroom guidance lessons; yet, there has been little emphasis on graduate coursework targeting the development and implementation of guidance curriculum lessons in PSC training. A national study conducted by Perusse, Goodnough and Noel (2001) was conducted looking at how counselor educators were training “entry level school counseling students” in the skills needed for them to be successful as PSCs. They found that of the 189 school counseling programs surveyed only 3% offered a guidance curriculum course and 13.2% offered a foundations in education course. Inferring that many of programs surveyed did not have a course specific to classroom guidance and/or classroom management. A classroom guidance curriculum is a developmental, systematic method by which students receive structured lessons that address academic, career, and personal/social competencies (ASCA, 2005). Classroom guidance lessons provide a forum for school counselors to address such student needs as educational resources, postsecondary opportunities, school transitions, bullying, violence prevention, social-emotional development, and academic competence in a classroom environment (Akos & Levitt, 2002; Akos, Cockman & Strickland, 2007; Gerler & Anderson, 1986). Through classroom guidance, school counselors can interact with many of the students that they would normally not see on a day-to-day basis while providing information, building awareness and having discussions on topics that affect these student populations every day. The present study seeks to explore the use of an innovative method for training PSCs in classroom guidance and classroom management. This method iv involves the use of a mixed reality simulation that allows PSC students to learn and practice classroom guidance skills in a simulated environment.