Philosophiae Doctor - PhD / The purpose of this study was therefore to address the following primary research question: ‘What effect would a specially designed, developed, implemented and evaluated Material Science (MS) course have on serving teachers in terms of their perceptions and knowledge/understanding regarding content in MS and instructional practice in D&T?’

Os atuais contextos educacionais a distância ou híbridos, assentados na internet, introduzem novas formas de estudar e aprender, suscitando questões que precisam ser discutidas acerca da qualidade e efetividade da Educação a Distância (EAD). A presente pesquisa objetivou propor e testar um modelo de avaliação de ações educacionais a distância, visando identificar variáveis preditoras de aprendizagem relacionadas às características da clientela (estratégias de aprendizagem e frequência nos recursos da web) e às reações aos procedimentos instrucionais e ao tutor. A universidade parceira oferece desde 2008 cursos superiores em EAD, sendo as disciplinas semipresenciais Metodologia Científica e Economia, ofertadas a todos os graduandos da instituição. Foram aplicados virtual e presencialmente os questionários de Estratégias de aprendizagem, Reação aos procedimentos instrucionais e Reação ao desempenho do tutor, os quais, anteriormente à coleta de dados, sofreram modificações para se adequarem às especificidades dos contextos de ensino superior (validação semântica e/ou por juízes). Para constatar as evidências de validade dos instrumentos, foram realizadas análises exploratórias fatoriais (Principal Components e Principal Axis Factoring) e de consistência interna (Alfa de Cronbach). Todas as escalas são estatisticamente válidas e confiáveis. A análise de regressão múltipla padrão foi realizada para cumprir o objetivo de testagem do modelo, visando verificar a influência do uso dos recursos da web e das estratégias de aprendizagem, bem como a satisfação dos alunos com os procedimentos instrucionais e tutor, nos resultados de aprendizagem. A frequência de uso das ferramentas da web, as estratégias de aprendizagem autorregulatórias e as reações favoráveis aos procedimentos instrucionais explicaram a ocorrência de aprendizagem. Tais achados apontam para a importância do ambiente virtual de aprendizagem, das trocas de mensagens entre alunos e tutores, e do uso de estratégias que promovem o autogerenciamento da aprendizagem e autorregulação da motivação, ansiedade e atenção, na produção de bons resultados, melhorando o desempenho acadêmico dos alunos que estudam a distância. Mais estudos são necessários para sistematizar conhecimentos sobre a avaliação de aprendizagem no ensino superior mediado por tecnologias e ampliar as discussões acerca da eficácia e aplicabilidade da modalidade EAD. / The current distance or blended educational contexts, supported by Internet, introduce new ways of studying and learning, and raise questions that need to be discussed about the quality and effectiveness of distance learning. This study aimed to propose and test a distance educational assessment model to identify learning predictors related to individual characteristics (learning strategies and frequency of use of web tools) and student satisfaction with the instructional procedures and tutor. The university that participated of it offers higher education distance courses since 2008, and the blended disciplines Scientific Methodology and Economics, are offered to all the institutions undergraduates. The questionnaires of Learning Strategies, Reaction to Instructional Procedures and Reaction to Tutors Performance were applied in person and online; previously to data collection, they were modified (semantic validation and/or by judges) to suit specific higher education contexts. To check the instruments validity evidences, exploratory factor analyzes were performed (Principal Components and Principal Axis Factoring) and internal consistency (Cronbach\'s Alpha). All scales are statistically valid and reliable. Multiple regression analysis was performed to fulfill the purpose of testing the model in order to verify the influence of web resources and learning strategies as well as student satisfaction with the tutor and instructional procedures, in learning outcomes. The frequency of use of web tools, self-regulatory learning strategies and the favorable reactions to the instructional procedures explained the occurrence of learning. These findings point to the importance of the virtual learning environment, the messages sent by students, and the use of strategies that promote self-management learning and self-regulation of motivation, anxiety and attention, in producing good learning results, which improve students academic performance. Further research is needed to systematize knowledge about learning assessment in higher education mediated by technologies and expand the discussions about the e-learning effectiveness and applicability.

No description available.

The aim of this study is to investigate the preferred language learning strategies and with the use of three different variables as: motivation, language competence as a foreign language and contact with the Spanish language investigate if they influence the preference choice. The variables that has been chosen for the sake of the investigations wider understanding of preference and effects of the choice of preferred language learning strategies by students. The investigation was applied on students that study Spanish as foreign language in a city of southern Sweden. The study theory is based on different theories of language learning strategies like R L. Oxfords theory, motivation and competence. The chosen method for this study is a quantitative investigation with questionnaire surveys. The questionnaire surveys are constructed with 68 different questions of diver’s language learning strategies and variable. The questionnaire surveys were distributed in 3 different schools with a total of 273 students that responded to them. Results have shown that the variable motivation was more preferred than competence or contact with language. This means that motivation could have an important preference significance on students that are studying Spanish as foreign language in a city south of Sweden. The results also have shown that direct strategies like memory, cognitive and compensations strategies could be more acceptable than indirect strategies like metacognitive, affective and social strategies.

No description available.

El presente estudio tiene como objetivo explorar la relación existente entre las estrategias de aprendizaje y el conocimiento de los caracteres chinos de 26 alumnos de chino mandarín desde los 18 años que utilizan el libro «新实用汉语课本3 (El nuevo libro de chino práctico 3)» en tres instituciones de Lima, Perú. Esta interrogante surgió a partir de la dificultad de los estudiantes de chino mandarín como lengua extranjera para aprender los caracteres chinos y sus significados. Asimismo, debido a la falta de información sobre estrategias de estudio para esta lengua, pues la mayoría de recursos están destinados principalmente para el aprendizaje de inglés. Para ello, se tomó como referencia la investigación realizada por la Pontificia Universidad Javeriana de Colombia que busca conocer cuáles son las diversas estrategias de aprendizaje utilizadas por sus estudiantes para el aprendizaje de los caracteres chinos. Además, se adaptó como instrumento de medición para este estudio el formulario conocido como SILL (Strategy Inventory Language for Learning) de Oxford (1990) que contiene estrategias de aprendizaje directas e indirectas relacionadas al campo de aprendizaje de una segunda lengua. De esta manera, los resultados obtenidos señalan que existe una correlación entre el uso de las estrategias de aprendizaje y el conocimiento de los caracteres chinos. Así, las tres estrategias consideradas como las más efectivas pertenecen al grupo de las estrategias de aprendizaje cognitivas y son: usar aplicaciones para aprender vocabulario nuevo, hacer dictados y resolver ejercicios de escritura. / This study aims to explore the relation between the learning strategies and the knowledge of Chinese characters in 26 students of Mandarin Chinese from 18 years onwards that study with the book “新实用汉语课本3” (The New Book of Practical Chinese 3) in 3 institutions in Lima, Peru. This question derives from the difficulty students of Mandarin Chinese as a foreign language face to learn Chinese characters and their meaning. Moreover, due to the lack of information about learning strategies for this language and due to the fact that most of the resources are aimed to the learning English. To that end, the research done by the Pontifical Javierian University of Colombia that seeks to know the variety of strategies used by its students to learn Chinese characters was used as reference for this thesis. In addition, this study adapted as measurement instrument the form known as SILL (Strategy Inventory Language for Learning) from Oxford (1990) that describes direct and indirect learning strategies related to the second language field. In this way, the results show that there is a co-relation between the use of learning strategies and the knowledge of Chinese characters. Thus, the three strategies considered as the most effective belong to the cognitive learning strategies and are the following: using apps to learn new vocabulary, dictations and solving writing exercises / Tesis

The purpose of this study was to examine efficacious instructional strategies that the New England Community College (NECC) nursing program could implement in the curricula to improve National Council Licensure Examination Registered Nurse (NCLEX-RN) first-time pass rates. Effective strategies from students and nursing program faculty had used were investigated. Such strategies support student nurses in their efforts to succeed on the first administration of the exit examination. The rationale for this study and resulting project was that they could improve NCLEX-RN first-time pass rates and positively impact the local hiring of qualified nurses. Guided by Knowles's adult learning theory, key results of the study and resulting project were developed from effective instructional strategies discovered from former NECC students. The central research question focused on identifying which teaching-learning strategies in the NECC nursing curricula improved students' critical thinking skills and problem solving skills. A qualitative case study design was employed with a purposeful sample of 15 former NECC nursing program graduates. Participant focus groups and annual program/accreditation documents were used to collect data to address how student nurses learn best in order to be successful on the exit examination. The project was the creation of a 3-day seminar in the first semester curriculum that focuses on effective licensure preparation instructional strategies to establish and maintain high NCLEX-RN pass rates. Implications for positive social change include, but are not limited to, improving students' problem solving skills and application of critical thinking strategies in order to positively impact the lives of the patients whom they will serve.

International students in the United States enroll in private and public high schools with a goal to graduate and attend an American university. This goal is often difficult to achieve because these students are not acquiring the academic English necessary to be successful in a post-secondary setting. The purpose of this qualitative case study was to investigate what language-learning strategies (LLS) a group of East Asian international students at a private American high school had self-regulated and what strategies their content area teachers had taught them to use to become proficient in academic English. The conceptual framework was Oxford's findings on LLS and self-regulation, which is a self-motivated method of learning that English language learners (ELL) use to become proficient in English through control of the learning environment. The research questions explored which LLS the East Asian international students had used themselves and what LLS the teachers used to help the students attain English proficiency. Data were collected from interviews with 8 East Asian international students who were 12th graders during 2016-2017, 18 years old, and scored 18+ on the English section of the ACT. There were also interviews with 6 core content area teachers. Data analysis involved coding and development of common themes. Findings revealed that East Asian international students self-regulated LLS, and content area teachers did not purposefully plan or use LLS instruction to increase English proficiency among the students. A policy paper project based on the findings included recommendations for professional development, global education, and renewal of the international program. This study promotes positive social change by developing teacher and students' understanding of how to help all ELLs succeed at the secondary and post-secondary levels.

(in English): KOMÁRKOVÁ, Ivana., The teacher assistent in an inclusive school as an opportunity for the effective education of pupils with the special educational needs. Prague: Philosophical faculty, Charles University, 2019. x pp. Degree Thesis This thesis focuses on the role of teacher's assistant and his or her activity in the process of educating pupils with specific educational needs on the level of elementary schools . Every inclusive school offers the possibility of special personal support in the classroom provided by the teacher and his or her assistant working together as a team. This sort of educational method actually creates and entirely new educational situation and opens a new opportunity in the educational process. It demands an effective cooperation of both educationalists, because their attitudes determine the cooperative climate in the whole class community and also in the entire school community. The goal of this thesis is to describe the actual situation of the teacher's assistant in relation to the successful realization of the content of inclusive education in elementary schools. The thesis focuses especially on the cooperation between the teacher's assistant and other people involved. And also on mapping their needs related to successful fulfilment of the goals of inclusive...

La presente investigación tuvo como objetivo determinar el grado de eficiencia que tiene el programa ‘’El placer por la lectura’’a través de la aplicación sistemática de las estrategias didácticas e innovadoras en el desarrollo de la comprensión oral y escrita de los niños del segundo grado de dos instituciones educativas privadas ubicadas en el distrito de Santiago de Surco, Lima Metropolitana. Para ello, se realizó el presente trabajo cuantitativo cuasi experimental de corte longitudinal con pre test y post test en ambos centros educativos. Concluyendo que el grado de eficiencia que tiene la aplicación sistemática de las estrategias diseñadas son significativas en el desarrollo de la comprensión oral y escrita de los niños del segundo grado de ambas instituciones. / The objective of this research was to determine the degree of efficiency of the program `` The pleasure of reading '' through the systematic application of didactic and innovative strategies in the development of oral and written comprehension of children of the second degree from two private educational institutions located in the district of Santiago de Surco, Metropolitan Lima. For this, the present quantitative quasi-experimental longitudinal cut work was carried out with pre-test and post-test in both educational centers. Concluding that the degree of efficiency of the systematic application of the designed strategies is significant in the development of oral and written comprehension of second grade children from both institutions. / Tess