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Knowledge And Learning Strategies In Principal MentoringCoaching RelationshipsNanavati, Mary Susan Birta 11 August 2011 (has links)
This qualitative study investigates the relationship between the principal MentorCoach and the principal Mentee in terms of the learning that is taking place between these two individuals. This study addresses a gap in the Mentoring/Coaching literature as little is known about how the professional knowledge of participants is influenced through participation in educational leadership Mentoring/Coaching programs. This study also links to current interest in knowledge mobilization and the interaction between research and practitioner knowledge. In broad terms, the research will investigate what kind of knowledge is being incorporated in principal MentoringCoaching relationships in the programs sampled. With its deeper analysis of the knowledge and learning strategies that are being used in the MentoringCoaching experience, this research is of particular interest to future participating administrators and school districts developing MentoringCoaching programs as a vehicle for supporting and enriching the experience of new principals as school leaders.
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Knowledge And Learning Strategies In Principal MentoringCoaching RelationshipsNanavati, Mary Susan Birta 11 August 2011 (has links)
This qualitative study investigates the relationship between the principal MentorCoach and the principal Mentee in terms of the learning that is taking place between these two individuals. This study addresses a gap in the Mentoring/Coaching literature as little is known about how the professional knowledge of participants is influenced through participation in educational leadership Mentoring/Coaching programs. This study also links to current interest in knowledge mobilization and the interaction between research and practitioner knowledge. In broad terms, the research will investigate what kind of knowledge is being incorporated in principal MentoringCoaching relationships in the programs sampled. With its deeper analysis of the knowledge and learning strategies that are being used in the MentoringCoaching experience, this research is of particular interest to future participating administrators and school districts developing MentoringCoaching programs as a vehicle for supporting and enriching the experience of new principals as school leaders.
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Use Of Language Learning Strategies In Relation To Student Characteristics At Baskent UniversityOzgur Tunc, Sabiha 01 September 2003 (has links) (PDF)
The aim of this study was to investigate the relationship between university
students& / #8217 / use of language learning strategies, achievement, gender, span of learning
English, type of high school they graduated from, and attitude toward English. Two
instruments were used for data collection purposes: The Strategy Inventory for
Language Learning (SILL) developed by Oxford (1990) and Aiken& / #8217 / s Attitude Scale
(1979). The instruments were administered to 153 university students from the
different streams at the Preparatory school of BaSkent University, Ankara,
Turkey. The data gathered was analyzed by using SPSS program / descriptive
statistics, independent samples t-test, correlation, and one-way ANOVA. The results
showed that Metacognitive strategies category was the most frequently used
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category by the students, followed by Social strategies category, Compensation
strategies category, Memory strategies category, Cognitive strategies category and
Affective strategies category respectively. The results also showed that there were
statistically significant differences between male and female students& / #8217 / use of
strategies. Female students used strategies from various categories with higher
frequency compared to male students. There were statistically significant differences
between students& / #8217 / strategy use with regard to type of high school they graduated
from. There were no statistically significant differences between students& / #8217 / strategy
use with regard to span of learning English. Affective and Social strategy categories
were found to have statistically significant relation with the students& / #8217 / fall term
language achievement scores. The results also revealed that students& / #8217 / strategy use
had statistically significant relation with the students& / #8217 / attitude toward English.
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Exploring Students’ Adoption of Vocabulary Learning Strategies : A study of English majors at a university in ChinaHu, Xu January 2011 (has links)
As fundamental components of a language, words are essential for successful language learning. Vocabulary learning strategies thus become a vital important field to be focused on. This investigation is based on the framework of O' Malley and Chamot' s (1990) taxonomy about language learning strategies, which include metacognitive strategies, cognitive strategies, and social/affective strategies. This study aims at studying the relationship between students' attitudes toward vocabulary learning, their vocabulary learning strategies and their vocabulary level. The participants of this study are fifty English majors from a university in China. A vocabulary test and a questionnaire are used so as to collect data from the investigated students. Finally, this study generates the following results: (1) the students hold a neutral attitude toward vocabulary learning, and they believe vocabulary learning sometimes is interesting, but sometimes not; (2) the students adopt all the three strategies, but cognitive strategies are most frequently used; (3) the correlation analysis shows that there is a significant relationship between the students' attitudes and their strategy use, the strategy use and their vocabulary level; (4) the successful learners are more positive as regards English vocabulary learning, and adopt learning strategies more frequently than less successful learners. Based on the findings of the investigation, some pedagogical implications are provided to suggest teachers encourage and help students to hold an active and positive attitude toward English learning, and introduce more learning strategies to promote the students' English acquisition.
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The Use of Vocabulary Learning Strategies by Good and Poor Language Learners : A case study of Chinese non-English major sophmoresZhang, Yunhao January 2011 (has links)
The use of vocabulary learning strategies is one crucial factor that affects the success of foreign vocabulary acquisition. This case study investigated a group of Chinese sophmores’ employment of learning strategies in their learning process in order to identify the most frequently used strategies and the least frequently used strategies, and compared good language learners with poor learners. A 26-item five-scale point questionnaire was employed for data collection. Through careful calculation and detailed discussion, it was found that both good and poor language learners used many effective strategies for vocabulary learning. This group of students were found that they tended to carry a pocket dictionary to look up new words while they were least likely to look up new words in an English-English dictionary. Good language learner were found to employ learning strategies more frequently than poor leaners in 21 strategies, which revealed that vocabulary learning strategies were positively related to learning outcomes.
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Estrategias para aprender vocabulario : Un estudio piloto sobre combinaciones de estrategias de aprendizaje y métodos de enseñanzaNordin, Ida January 2012 (has links)
This study presents three of the many strategies that pupils can use, in order to learn vocabulary. The aim of this essay is to study the combination of three strategies of learning and three methods of teaching, and compare the three different combinations in order to find out which one of them is the most efficient for pupils who learn new vocabulary. The three strategies are visual, auditory and kinesthetic strategies. This is a pilot study that takes place in a group of students that study Spanish as a foreign language in a Swedish school. Each combination of strategy and method is tested on the group of pupils and thereafter evaluated in a semi-structured, qualitative way that consists of a questionnaire that the students fill in after each combination has been tested. The results of the study show that, according to the pupils, the visual and the kinesthetic strategies are the most efficient ones for the pupils that participated in the study, whereas the results of the tests that were conducted show that the visual strategy was the most efficient one. The study also concludes that every student needs to find their individual strategy to learn vocabulary in a foreign language.
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A Study of the Effects of ¡§Cooperation-Strategy-Communication Method¡¨ on the English Learning of Expert and Novice Seventh GradersChen, Ya-ting 26 May 2006 (has links)
A Study of the Effects of ¡§Cooperation-Strategy-Communication Method¡¨ on the English Learning of Expert and Novice Seventh Graders
Ya-Ting Chen
Abstract
The purpose of this study was to investigate the effects of ¡§Cooperation-Strategy-Communication Method¡¨(CSCM, developed by the researcher) on motivation in English learning, English learning strategies, and English ability. Expert/novice students were the high/low achievers of English learning in primary school.
A quasi-experimental design was conducted. Participants were English expert and novice seventh graders selected from a junior high school in Kaohsiung County. One of the summer activity classes represented the experimental group (EG), while another one was the control group (CG). During the month of experimentation, both classes were given English instruction for 16 periods, by having EG received CSCM, and CG received general English teaching.
The instruments for pretests were ¡§English Learning Achievement Assessment¡¨ and ¡§English Learning Status Questionnaire A for 7th Graders¡¨, which included ¡§English Learning Motivation Scale¡¨, ¡§English Learning Manners Scale¡¨ and open-ended questions. The instruments for posttests were ¡§English Ability Test for 7th Graders¡¨, and ¡§English Learning Status Questionnaire B for 7th Graders¡¨, which also included ¡§English Learning Motivation Scale¡¨, ¡§English Learning Strategies Scale¡¨ and open-ended questions. Besides, interview outline and teaching diary were also used. Quantitative data were analyzed by two-way MANCOVA while qualitative data referred to content analysis.
The main findings were:
1.CSCM showed positive effects on English learning strategies and English ability.
2.Expert students in EG outperformed expert students in CG in English ability.
3.Expert students outperformed novice students in 7 different measures, including motivation in English learning, extrinsic motivation, school curriculum, extracurricular learning, memory strategies, cognitive strategies and English ability.
4.Both expert and novice students: (1) mastered English learning strategies; (2) expected interesting, active and interactive instruction; (3) expected warm attitude from teachers; (4) evaluated their own level of English ability well.
The researcher referred to the above findings and made related recommendations for further studies and educational applications.
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The Comparative Effects Of Prediction/discussion-based Learning Cycle, Conceptual Change Text, And Traditional Instructions On StudentsYilmaz, Diba 01 September 2007 (has links) (PDF)
The purpose of this study was to investigate the comparative effects of prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT), and traditional instructions (TI) on 8th grade students&rsquo / understanding of genetics concepts and on their perceived motivation and perceived use of learning strategies.
This study was carried out during 2006-2007 fall semester at a public elementary school in Ankara. A total of eighty-one 8th grade students from three intact classes were involved in the quantitative part of this study. Students in the first and second experimental groups instructed with HPD-LC and CCT, respectively. The students in control group received TI. In the qualitative part, pre- and post-instructional interviews held with six students were interpreted by using a multidimensional interpretive framework of conceptual change.
In this study the Genetics Concept Test was administered as pre-test, post-test, and delayed post-test in order to examine the effects of instructional strategies on students&rsquo / genetics understanding and retention. The Motivated Strategies for Learning Questionnaire was administered as pre-test and post-test to examine the effects of instructional strategies on students&rsquo / motivation and use of learning strategies.
The results of mixed between-within subjects ANOVA revealed that students in both experimental groups understood the genetics concepts and retained their knowledge significantly better than students in control group. One-way MANOVA results revealed that HPD-LC students used elaboration strategies significantly more than CCT students. Interview analysis by considering ontological, epistemological, and social/affective perspectives of conceptual change indicated that some students from each group underwent conceptual change concerning the genetics concepts.
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A Comparison Of Efl TeachersSen, Hulya 01 January 2009 (has links) (PDF)
This study aims to find out teachers&rsquo / and learners&rsquo / perception of language learning
strategies (LLSs). Three psycho-social variables regarding the teachers&rsquo / use of
strategy instruction at BaSkent University were considered: 1. Level of awareness of
language learning strategies 2. Beliefs in the effectiveness of language learning
strategies 3. Ease of strategy instruction. These results were compared with the
students&rsquo / reported use of LLSs to increase our awareness of students&rsquo / strategy use
and needs so that teachers would be able to help learners facing problems in learning
English.
This study employed both qualitative and quantitative research tools. The relevant
data were obtained by means of two questionnaires: a teacher and a student version
of Strategy Inventory for Language Learning (SILL, Oxford, 1990), and a semistructured
interview. A total of 70 teachers teaching at the English language
department of BaSkent University and 100 students studying in the same department
were involved in the study. Data collected from the questionnaire were analyzed
quantitatively by employing descriptive statistics, such as frequencies, percentages,
means, and standard deviations. Content analysis was performed to analyze the
interview data.
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The results of the study suggest that for most of the items in the strategy inventory,
if the teachers are aware of learning strategies, believe in the effectiveness of LLSs
instruction and find them easy to apply in the classroom, they may use them more
often in their classes. Furthermore, in variance analysis, the only variable that made a
difference in teachers&rsquo / perceptions of LLSs was found to be the level of education,
Finally, when the teachers&rsquo / and students&rsquo / frequency of LLSs use was compared, it
was found out that teachers reported a higher frequency of LLSs use than their
learners. However, there was a great similarity between the two parties in terms of
frequency of strategy use in the most and least preferred strategy categories. It is
essential to find the reasons for the difference in the frequency of LLSs among the
two parties before planning a LLSs training.
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An Analysis Of The Problem-based Instruction In Engineering EducationAtes, Ozlem 01 February 2009 (has links) (PDF)
The main aim of this study was to analyze the implementation of problem-based instruction in electrical-electronics engineering education from the perspectives of tutors and students. Secondary aim of the study was to compare engineering students&rsquo / motivation and their use of learning strategies who received their first year curriculum in problem-based learning (PBL) format, in comparison to those who received their curriculum in a conventional lecture format. A multi-method research design that incorporated case study and causal comparative designs were employed in this study. Fourteen electrical-electronics engineering students and
four tutors working as instructors at this department were selected for the case study. Observations, interviews, and document analysis were used to collect qualitative data. For the causal comparative study, Motivated Strategies for
Learning Questionnaire was administered to 452 freshman engineering students twice as a pre-test and after a three months period as a post-test. Multivariate Analyses of Covariance was used to compare the two groups on the dependent variables of the current study.
The findings of the case study indicated students&rsquo / and tutors&rsquo / perceptions and opinions about the implementation of PBL, its strengths and weaknesses, factors affecting tutors&rsquo / and students&rsquo / performance and their improvement suggestions.
The results of the causal comparative study indicated that there was a significant difference between the two groups in favor of the group receiving PBL curriculum with respect to students&rsquo / extrinsic goal orientation and test anxiety / their use of
elaboration strategy / their management of effort regulation, and time and study environment.
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