Visual arts-based tasks have been used and continue to be used by educators to help support the learning needs of many students. Research findings pertaining to visual arts-based education have concluded that visual arts-based tasks can help to improve students’ social communication skills, support their learning in academic subject areas, and increase their learning engagement. In recognition of the potential benefits of integrating the arts into the curriculum, the Learning Through the Arts (LTTA) program provides students with opportunities to engage in arts-based activities. In 2003, the results of a national longitudinal study on the LTTA program revealed a strong relationship between students’ involvement in the arts and their learning and engagement. The investigators recommended that further research in this area was required; through my research, I sought to contribute to this area of study. It is within the setting of a visual arts-based LTTA program that this study was conducted. Data were collected to construct two multiple-perspective case studies—each involving a Grade 7 student with learning disabilities. Each multiple-perspective case study involved the student’s mother, classroom teacher, and LTTA artist-educator in order to explore the following research question: In what way did visual arts-based tasks incite the student’s learning attitude, engagement level, and feelings of academic self-efficacy within the subject area(s) being explored? Overall, the findings suggested that visual arts-based tasks incited positively each student’s learning attitude, engagement level, and feelings of academic self-efficacy within the respective subject area that the students identified as being one of their least favourite. Most notably, their engagement in the visual arts-based tasks activated each student’s meaningful processing skills and fostered their emotional engagement in the task and their learning. Limitations of this study and future research directions were considered. / Thesis (Master, Education) -- Queen's University, 2013-10-22 18:15:56.859

本研究旨在比較台北市與上海市國中生英語學習動機。本研究為質性研究，藉由兩地國中生以及他們的師長與家長的訪談，以理解兩地國中生的英語學習動機及影響學習動機的因素與結果。研究發現，台北市學生英語學習較趨以興趣為導向， 雖然他們仍須面對升學考試。而上海市學生面對人口競爭，學習壓力大，英語學習動機強烈。 / This study tried to investigate the different motivation in English learning and the elements that influence the student's motivation between the junior high school students in Shanghai and Taipei. This study is conducted through social observation and qualitative research approaches. The scope of this study focuses on the investigation in Taipei and Shanghai. The subjects of this research will be the junior high school students in Taipei and the junior high school students in Shanghai, and the graduated or elder students, and the students' teachers and parents as well. After the research, there are some findings. The overpopulated pressure lead students in China must study harder to enter top prestigious universities. The interviewers in this study revealed that Taiwanese students do not totally study due to external stress and English learning is based on interests. Parents in Taiwan hope their kids not only learn English for good grades but also develop their interests in English learning. In Shanghai, parents urge their children to study all the time. Parents concern the school grades very much. In Taipei, teachers are willing to be students’ friends. Differently, teachers in Shanghai are more authoritative than in Taipei. Teachers emphasize the accuracy on English learning. China’s accession to WTO affects the model of English learning. Globalization accelerates the trend to learn English. These years China runs some world-class convention and exhibition which attract more international business and tourists and encourage Chinese to learn English. In the process in this study, we found the English learning motivation of students in Shanghai is stronger than Taiwan's students.

Previous research using future time perspective or possible selves frameworks provided evidence that learners with definite and elaborate goals, and future self-guides are more motivated in school tasks (Reeve, 2009; Yowell, 2000), exert more effort, demonstrate persistence, and show greater performance (De Volder & Lens, 1982; Lens et al., 2002; Simons et al., 2000), and learners with positive possible selves were better able to face failure, demonstrated better performance, had higher levels of self-esteem, showed more persistence on tasks, and depicted greater motivation (Cross & Markus, 1994; Oyserman et al., 2004; Unemori et al., 2004). The purpose of this study was to investigate the role of future orientation constructs, future time perspective and possible selves, on Turkish college level learners' motivation to learn English and their identity construction, and how future projections of themselves as L2 users (the ideal L2 self, the ought-to L2 self, and feared L2 self) impacted their motivation to learn English and their identities. A total of 299 Turkish graduate students studying in the United States participated in the study. Also, this study examined the extent to which adding a measure of the feared L2 self construct contributed to explaining motivation to learn English and identity construction. The data were collected via surveys and interviews, and they were analyzed quantitatively, using qualitative data for triangulation. Findings suggested that the L2 motivational self-system (Dornyei, 2005, 2009) contributed to explaining Turkish learners' motivation to learn English and their oriented identities. Also, adding a feared L2 self variable to measures of the L2 motivational self system could help explain learners' identity construction but not their language learning motivation. In addition, future time perspective connectedness and value were not useful in explaining the L2 motivation, but future connectedness was found to be related to the ideal L2 self and feared L2 self, and valuing the future goals was related to the ought-to L2 self. Qualitative data showed that learners presented combination of several identities, including national and oriented. They imagined themselves as professional and successful English users, and their L2 related worries included losing their native language and being seen as "assimilated" or as "showing off" individuals. / text

Visi piliečiai, nepriklausomai nuo jų socialinės padėties, gyvenamosios vietos ar amžiaus, turi galimybę mokytis jiems patogioje aplinkoje: švietimo institucijose, darbe, namuose. Toks pagrindinis Mokymosi visą gyvenimą strategijos siekis, kur švietimas įvardijamas kaip neatskiriamas žmogaus palydovas nuo jo gimimo iki gilios senatvės. Svarbiausi per paskutinius 10 metų atlikti tyrimai liudija apie didelį šalies visuomenės bei mokslininkų dėmesį vaikų išsilavinimui ir jį įtakojantiems vidiniams bei išoriniams veiksniams. Jau nuo XX amžiaus Lietuvos bei kitų šalių sociologai nuolat akcentavo, kad būtent tėvų išsilavinimo (ir bendras sociologinis-kultūrinis) lygis dažniausiai lemia jų norą bei pasirengimą suteikti vaikams aukštąjį išsilavinimą. Darbas reikšmingas teoriškai ir praktiškai, nes tėvų išsilavinimo, kaip vieno svarbiausių veiksnių, lemiančių mokinių mokymąsi, įtaka ( svarba, reikšmė?) Vilniaus miesto Užupio gimnazijoje netyrinėta. / All citizens independently from their social status, residential area or age have a possibility to study in comfortable surroundings: educational institution, work, home. This is the main objective of life-long learning where education must go along with a person from his/her birth to old age. The most important research done in ten years time shows our society and scientists’ great attention to children education and inner and outer factors which affect it. Since the 20th century Lithuanian and foreign sociologists have emphasized that parents’ education (and general socio-cultural) level often affects their wish and readiness to give their children higher education. The work is significant both theoretically and practically because the influence of the factors has not been studied in Vilnius Užupis high school.

Visual modeling concept of integrated constructs (essence) of mathematical objects in teacher training of humanistic area is presented as technology of education in problem solving. The main goal of innovative approach is student’s activity in mathematics on generating of concrete essence manifestations on concepts, methods, theorems, algorithms, procedures and so on. Such student’s activity should be: · Success in an area of actual interests and person’s experience and reached by perception; · Have high level of variability in visual modeling; · Success in domain of reflection process stimulation. Similar creative behavior of persons is typical for actors, dancing, and figure skating and so on. Now we show that such technology will be fruitful for teacher training in mathematics for humanistic specialties.

本研究旨在透過量化研究的方式，探究國小高年級學童知覺的教師教學風格類型與數學學習情緒、學習動機之間的關係。於研究歷程中，擇定台北市、新北市國小高年級學童共計872人為研究對象，採用教師教學風格量表、數學學習情緒量表、數學學習動機量表為評量依據，蒐羅研究資料，進而輔以描述統計與分析、卡方考驗、獨立樣本t考驗、皮爾遜積差相關分析、多元迴歸分析等統計方法進行結果分析。本研究之主要發現如下： 1.國小高年級學童知覺的教師教學風格類型以學習者中心型居多，教學者中心型次之。 2.國小高年級學童在數學學習情緒中之正向活化情緒與負向活化情緒兩方面的感知度同樣強烈，但正向活化情緒略高於負向活化情緒。 3.國小高年級學童在數學學習動機之動機涉入概念方面，以「堅持」之得分最高，「工作選擇：挑戰性」居次，「工作選擇：取悅他人」最低；而在行動控制策略方面，「情境控制」之平均得分略高於「他人控制」。 4.不同性別之高年級學童知覺的教師教學風格類型有顯著差異。 5.不同教師性別之高年級學童知覺的教師教學風格類型有顯著差異。 6.不同性別之高年級學童在正向活化情緒方面有顯著差異，且男生的感受度會較女生強烈。 7.不同性別之高年級學童在負向活化情緒方面有顯著差異，且女生的感受度會較男生強烈。 8.不同教師性別之高年級學童在正向活化情緒方面無顯著差異。 9.不同教師性別之高年級學童在負向活化情緒方面無顯著差異。 10.不同性別之高年級學童在動機涉入概念方面之「工作選擇：挑戰性」與「工作選擇：取悅他人」層面有顯著差異，且男生得分會顯著高於女生。 11.不同性別之高年級學童在動機涉入概念方面之「堅持」層面並無顯著差異。 12.不同性別之高年級學童在行動控制策略方面之「情境控制」與「他人控制」層面皆有顯著差異，且女生得分顯著高於男生。 13.不同教師性別之高年級學童在動機涉入概念方面之「工作選擇：挑戰性」、「工作選擇：取悅他人」、「堅持」層面皆無顯著差異。 14.不同教師性別之高年級學童在行動控制策略方面之「情境控制」與「他人控制」層面無顯著差異。 15.教師教學風格與負向活化情緒之間未有顯著相關性。 16.教師教學風格與正向活化情緒之間存有顯著負相關。 17.高年級學童在正向活化情緒方面的得分與動機涉入概念的三個面向皆有顯著正相關。 18.高年級學童在正向活化情緒方面的得分與行動控制策略的二個面向皆有顯著正相關。 19.高年級學童在負向活化情緒方面的得分與動機涉入概念之「工作選擇：取悅他人」層面有顯著正相關，與「工作選擇：挑戰性」、「堅持」兩層面之得分則未存有顯著相關性。 20.高年級學童在負向活化情緒方面的得分與行動控制策略的二個面向皆有顯著正相關。 21.高年級學童知覺之教師教學風格與動機涉入概念中的「工作選擇：挑戰性」、「堅持」兩個層面存有顯著負相關，但與「工作選擇：取悅他人」層面無顯著相關性。 22.高年級學童知覺之教師教學風格與行動控制策略中的「情境控制」和「他人控制」兩個層面皆存有顯著負相關。 23.數學學習情緒對教師教學風格與數學學習動機的關係有顯著的中介效果。 最後，依據研究結果進行討論，並針對教育工作者、父母、未來研究者提出 具體建議，供後續實務工作及研究參酌。 / This study aims to explore the relationship between teacher’s teaching styles perceived by elementary school higher-grade students, and emotions and motivations in math learning by the method of quantitative research. Samples of the study are 872 elementary school higher-grade students in Taipei city and New Taipei city; the data are gathered by the scores evaluated through teaching styles scale sheet, emotion scale sheet for math learning, and motivation scale sheet for math learning, in addition, the data are further analyzed by descriptive statistics, chi-square test, independent- samples t test, Pearson product-moment correlation analysis, and multiple regression analysis; the results of the study are as follows: 1.The majority of the teachers’ teaching styles perceived by the students are the learner-oriented styles; the second high is the teacher-oriented styles. 2.The students have equal strong perceptions on the activation of positive emotions and negative emotions; however, the level of positive motions is slightly higher than that of negative emotions. 3.On the motivational engagement of the students on math learning, the students earn the highest score in “insistence”, the second high, in “choosing challenging works”, the lowest, in “choosing pleasing works”; on action control strategy, the students earn slightly higher score in “environment control” than in “people control”. 4.Gender of the students significantly influences their perceptions on the teaching styles. 5.Gender of the teachers influences the teaching styles perceived by the students. 6.Gender of the students significantly influences their activation of positive emotions and boys perceive the activation stronger than the girls do. 7.Gender of the students significantly influences the activation of negative emotions and girls perceive the activation stronger than the boys do. 8.Gender of the teachers does not significantly influence the activation of positive emotions of the students. 9.Gender of the teachers does not significantly influence the activation of negative emotions of the students. 10.Gender of the students significantly influences their motivational engagement on the aspects of “choosing challenging works” and “choosing pleasing works”, and boys earn higher scores than girls. 11.Gender of the students does not significantly influence their motivational engagement on “insistence”. 12.Gender of the students significantly influences their choosing of strategy of action control on the aspects of “environment control” and “people control”, and girls earn high scores than boys. 13.Gender of teachers does not significantly influence the students’ motivational engagement on the aspects of “choosing challenging works”, “choosing pleasing works”, and “insistence”. 14.Gender of the teachers does not significantly influence the students’ choosing of strategy of action on the aspects of “environment control”, and “people control”. 15.The teachers’ teaching styles are not significantly correlated to the activation of negative emotions. 16.Teachers’ teaching styles are significantly correlated to the activation of positive emotions. 17.The scores of the students in the activation of positive emotions are significantly positively correlated to the three aspects of motivational engagement. 18.The scores of the students in the activation of positive emotions are significantly positively correlated to the two aspects of action control. 19.The scores of the students in the activation of negative emotions are significantly positively correlated to the aspect of “choosing pleasing works” of motivational engagement; the scores, are not significantly correlated to the aspects of “choosing challenging works”, “and “insistence”. 20.The scores of the students in the activation of negative emotions are significantly positively correlated to the two aspects of action control. 21.The students’ perceptions of teachers’ teaching styles are significantly negatively correlated to the aspects of “choosing challenging works”, and “insistence” of motivational engagement; however, the perceptions are not significantly correlated to the aspect of “choosing pleasing works”. 22.The students’ perceptions on teachers’ teaching styles are significantly correlated to the aspects of “environment control” and “people control” of action control strategy. 23.The emotions in math learning have significant mediating effect in the relationship between teaching styles and motivations in math learning. In addition, the results of the study may serve as a reference for future studies and as practical suggestions for teachers and parents.

Orientador: Prof. Dr. Edson Pinheiro Pimentel / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Engenharia da Informação, 2015.

Motivation always attracts language teachers’ attention as one of the most significant factors for second language learning. In the past decades, motivational studies have experienced transitions and developments, and various studies investigated language learning motivation. (Dörnyei and Ryan, 2015) However, those motivational studies indicate that research outcomes vary depending on languages, contexts, and individuals, and understanding L2 learning motivation requires investigations at the local level.<div>This study examined the motivation of Japanese learners at a large state university in the Midwestern United States by asking them to respond to an online survey with eleven motivational factors that include the L2 Motivational Self System (Dörnyei, 2005, 2009) and the anti-ought-to L2 self (Thompson & Vásquez, 2015). <div>The main findings are as follows. First, attitude towards leaning Japanese, classroom support, the ideal L2 self, and the anti-ought-to L2 self had significant relationships with students’ intended effort. Second, rather than how long/in which course students study, why/for what they are learning Japanese makes the most significant differences in their motivation. Third, the ought-to L2 self might not be the best motivational factor for learning Japanese since characteristics of Japanese are different from those of English, which is widely used around the world. Fourth, interest in Japanese anime, manga, and games did not correlate with participants’ ideal L2 self and intended effort although interest in the other cultural items showed moderate correlations with those factors. Fifth, the longer/higher-level their learning experience became, the less interest participants showed in Japanese anime, manga, and pop culture, indicating that their interest in these cultural aspects began to vary and shifted to the other aspects of Japanese culture. </div><div>The main pedagogical implications suggested by the study are that there is a need to help students to set realistic goals and visualize future self-image with the Japanese language so that they can continue learning regardless of the course level or length of study, and teachers should consider at which stages their students are, and on the basis of that, decide how much anime and manga to incorporate into their lessons.</div></div>

Der folgende Artikel stellt zwei Untersuchungen und ein Forschendes Lernen-Projekt im Rahmen von Service Learning am ProfessionalCenter der Universität zu Köln vor. Die Untersuchungen hatten die Motivation der teilnehmenden Studierenden sowie die Beweggründe der Projektpartner_ innen zum Gegenstand. Als Beispiel, um den Facettenreichtum und den Nutzen von Service Learning sowohl für Studierende als auch für zivilgesellschaftliche Organisationen zu verdeutlichen, dient die für die Kölner Freiwilligen Agentur durchgeführte Wertbeitragsanalyse der Initiative Lesewelten als Best Practice-Projekt. Abschließend werden weitere umgesetzte Service Learning-Projekte aus diesem Bereich vorgestellt.

Visual modeling concept of integrated constructs (essence) of mathematical objects in teacher training of humanistic area is presented as technology of education in problem solving. The main goal of innovative approach is student’s activity in mathematics on generating of concrete essence manifestations on concepts, methods, theorems, algorithms, procedures and so on. Such student’s activity should be: · Success in an area of actual interests and person’s experience and reached by perception; · Have high level of variability in visual modeling; · Success in domain of reflection process stimulation. Similar creative behavior of persons is typical for actors, dancing, and figure skating and so on. Now we show that such technology will be fruitful for teacher training in mathematics for humanistic specialties.