This study aimed to investigate what constituted the professional practical knowledge of EFL experienced teachers in the Egyptian context and what the sources of their knowledge were. It also aimed to examine the relationship between the teachers’ knowledge and the contextual factors intervening in action. By delineating its focus as such, the study responds to call for reconceptualising the core of the knowledge base of teaching to focus on teaching as a knowledge-based activity and an act of common sense and reasoning, the pedagogy by which teaching is done, and the context in which it is done. The study was carried out using multiple methods for collecting qualitative and quantitative data. This design was chosen to investigate the participants’ views of professional practical knowledge and to construct their different understandings and interpretations which they brought with them. Questionnaires completed by 236 EFL experienced teachers, semi-structured interviews conducted with 14 of them and stimulated recall classroom observation data with three of them were the data collected for the current study. Although it provided a parsimonious view, quantitative questionnaire data made an important contribution to the bricolage of information built up during the study. A more in-depth understanding was gained from qualitative data using responses to the open-ended section of the questionnaire, interviews and classroom observation. Based on quantitative and qualitative data analyses, six core areas of teacher knowledge were constructed from the participants’ responses and accounts. These were: subject matter, pedagogy, students, classroom learning environment, curriculum and self. The findings also revealed a variety of sources which shaped the teachers’ professional practical knowledge including: experience, teacher education, university study in the subject department, student and peer feedback, in-service training, expert advice, student output and postgraduate study. The findings also revealed that the relationship between teacher knowledge and practice was reflected in two ways. The first was that teacher knowledge represented an operative model which underpinned practice. The second was that it informed the classroom decisions. However, not all teacher knowledge found application in practice. A variety of intervening contextual challenges were revealed to deter the actualisation of teacher knowledge in action such as the EFL exam policy, lack of time, support and resources, mismatch between teacher purposes and students’ expectations and needs, and large class size. These findings were discussed in relation to existing research evidence and context. Implications for pre-service and in-service teacher learning were also drawn based on the findings of the study.

This report details an internship with the Louisiana Children’s Museum’s development office, which started in February 2014; transitioned from internship to employment in May 2014; and concluded in June 2014 after the Museum’s fundraising event, Circus Magic Night. In this paper, I will provide an overview of the Museum’s history, programs, and organizational structure, as well as describe my internship experience and contributions over a period of five months and 480 hours. Additionally, I will analyze LCM’s strengths, weaknesses, opportunities, and threats; discuss relevant best practices; and finally, offer recommendations that propose solutions to some of the challenges I observed as the development/special events intern and as the new special events coordinator.

Pedagogue’s approach to the definition of shyness and shy children The aim of the study is to investigate the pedagogue’s approach and the definition of shyness and shy children, how their approach could affect the children’s learning and development. The study analyzes how the pedagogue’s meets the children and how they are applied to improve the children’s learning and development. The theoretical perspective of the study is based on Daniel Stern’s Developmental psychology. The methods used in the study was observing children in group and qualitative methods with interviews of the pedagogues. The result indicates that the pedagogues has some awareness about the definition of shyness and the shy children. It has to be a bigger awareness about what signals you tend to give the children even though you do not have that in mind.  The pedagogue’s had good working strategies and approached the work the same way. They also insisted about working with children in smaller groups and worked on trying to prevent children from having low self-esteem.

A UML é uma linguagem de modelagem largamente aceite entre profissionais da área de computação para a modelagem de sistemas simples e complexos. Tomando em consideração que os objetos de aprendizagem são entidades digitais, para o seu desenvolvimento, a utilização de metodologias torna-se um imperativo, se o objetivo for o de oferecer ao setor de educação ferramentas capazes de apoiar o processo de ensino aprendizagem. Os objetos de aprendizagem são ferramentas que podem contribuir para o aluno alcançar a aprendizagem significativa, se forem desenvolvidos dentro dos parâmetros considerados facilitadores da aprendizagem significativa. A presente pesquisa propõe uma metodologia alicerçada na aprendizagem significativa, denominada Metodologia de Modelagem de objetos de aprendizagem em UML (MOAUML) baseada em princípios de UML e de Design Instrucional, para a modelagem de objetos de aprendizagem, com vista a facilitar o desenvolvimento de objetos de aprendizagem que favoreçam a aprendizagem. Objetivando a validação da metodologia, equipes com diferentes perfis profissionais, modelaram 9 objetos de aprendizagem entre novos e legados. O resultado das modelagens mostrou que a utilização da MOAUML contribui para a facilidade na modelagem de objetos de aprendizagem, embora tenha sido mais fácil para equipes que já estavam familiarizadas com métodos de modelagem de software. / The UML is a widely accepted modelling language among computer specialists from simple to complex systems. In order to develop learning objects as digital entities, it is very important the utilization of any methodology aiming to deliver to the education sector capable tools for supporting the process of teaching learning. The learning objects are powerful tools that can contribute for student’s achievement of meaningful learning. This fact can be true only if the development procedures satisfied some characteristics considered facilitators of meaningful learning. This study proposes a methodology based on the meaningful learning, designated Modelling of Learning Objects Using UML (MOAUML) based on principles of UML and Instructional Design, for the modelling of learning objects targeting to facilitate the development of learning objects that promote meaningful learning. In order to validate the MOAUML, different teams with distinguish profiles, were modelled 9 learning objects among news and legacies. The results of that process disclosed that the use of MOAUML contributes to the ease of modelling learning objects, although it has been easier for teams that were already familiar with software modelling processes.

Permission has been gained from Children’s Rehabilitation Centre, Minsk and from the relevant authorities in Belarus to use the name of the Centre in this thesis. This research explores the principal meeting points and tensions, for practitioners at Children’s Rehabilitation Centre Minsk, between Winnicott’s theories of the holding environment (1960) and play (1971), and current classroom practice with children with complex needs based on Vygotsky’s theory of defectology. It considers whether and in what ways those practitioners are able to assimilate Winnicott’s theories, and their usefulness in supporting classroom-based work with children with complex needs. Finally, the research explores perceived changes in relationships between staff and children arising from this experience, in accordance with CRC’s self-identified need for support in this area. A mixed-methods design was adopted, employing qualitative and quantitative research methods. Winnicott’s theories provide the framework for the development of a new evaluation instrument. This gives the theoretical structure for a specifically designed staff development programme, integrating teaching, experiential work and practice-based sessions, which was central to the fieldwork at CRC. Eight staff participants evaluated their usual musical interaction with a child with complex needs (pre-intervention). Following engagement with the staff development programme (intervention), participants undertook ten individual music sessions with the same child (post-intervention). Sessions were filmed, and two self-chosen extracts pre- and post-intervention were self-rated against the descriptors of the evaluation instrument. Participants then reflected on the experience with the child in interviews. To provide triangulation, the same 16 video extracts were randomised, and then rated in the same way by 16 UK music therapists in an online study. Thematic analysis of data shows that the experience of Winnicott’s ‘holding’ in the learning process enabled participants to attune to, and empathise with the child. Quantitative analysis shows consequent adaptation to the child. It is concluded that Winnicott’s theories are accessible, relevant and applicable within classroom practice at CRC, to support the establishment and development of positive relationships between staff and children.

Educators are divided with regards to the value of computer technology as a learning tool. Some maintain that computers have had little impact on students’ learning; others suggest that computers have the potential to enhance learning. Within this second group there are those who believe that computers are having a significant impact, while others believe that their potential is yet to be realised. The purpose of this study was to examine the relationship between students working in a technology rich environment and their development of higher order, critical and creative, thinking skills. Staff and students from one school participated in this case study. Data were collected by teachers as part of the normal teaching-learning program, supplemented by classroom observations and teacher interviews. In addition, data pertaining to the technology infrastructure was collated from school databases. The data were used to determine the degree of correlation between factors of the learning environment and the extent to which higher order thinking skills (HOTS) were demonstrated by the students. Collations of the statistically significant, and statistically insignificant, correlations allowed relationships between environmental factors and HOTS to be established. / The results indicate that studying within a technology-rich learning environment improves students’ higher order thinking skills, determined by measuring their critical and creative thinking. Factors such as length of time spent in the environment have a positive, non-linear effect on the development of critical thinking skills. These factors have no significant correlation with the development of creative thinking skills. The interaction of students’ computer skills and the classroom environmental factors was shown to be complex. Three-dimensional correlations were performed to derive equations that explain these interactions. Students with better developed computing skills scored higher on critical and creative thinking activities. This was most significant for students with better computer programming skills and the ability to competently manipulate Boolean logic. The most significant factors in developing higher order thinking skills were the students’ levels of computer skills, tempered with their attitudes towards computers and computer classes, and the teacher-student relationships within the technology-rich learning environment. The research suggests that in order to develop students' higher order thinking skills schools should endeavour to integrate technology across all of the learning areas. This will allow students to apply technology to the attainment of higher levels of cognition within specific contexts. This will need to be paralleled by providing students the opportunity to develop appropriate computer skills.

Thesis (Ph.D.)--Antioch University, 2006. / Title from PDF t.p. (viewed Mar. 27, 2007). Advisor: Alan Guskin, Ph.D. Keywords: late life learning, cognitive strategies, mental acuity, benefits of learning, lifespan learning, importance of learning. Includes bibliographical references (p. 217-227).

Syftet med denna studie är att uppmärksamma och synliggöra fritidshemmets material för att öka barnens intresse för matematik. Studien tar även upp hur pedagogerna stimulerar barnen lärande och utveckling i det matematiska tänkandet. Pedagogerna intervjuades med öppna frågor för att ta tillvara deras individuella åsikter. Resultaten presenteras i olika delkapitel. Ur resultatet framkom att samtliga pedagoger använder sig av fritidshemmets material och aktiviteter för att hjälpa barnen att utveckla sitt matematiska tänkande. Pedagogerna tillämpar lek och aktiviteter i barnens lärande för att utveckla deras sociala och intellektuella kunskaper. De menar även att lekar och aktiviteter får barnen att bli motiverade och ökar lusten för att lära sig matematik. / The purpose of this study is to highlight and make visible the after-school materials to increase children's interest in mathematics. The study also discusses how educators stimulate children's learning and development in mathematical thinking.The teachers were interviewed with open-ended questions to get their individual opinions to be on. The results are presented in different sub chapters. The result shows that all teachers use the after-school materials and activities to help the children to develop their mathematical skills. From the results showed that all teachers recognize and make visible children's mathematical thinking through games and activities which children acquire and consolidate knowledge. Teachers apply the games and activities in their children's learning to develop their social and intellectual skills. They also believe that in the game and play to get the kids to motivate and increase the desire to learn mathematics.

Mitt intresse för hur pedagogiskt drama används i förskolan för att främja barns utveckling och lärande har avgjort studiens innehåll. Mitt syfte med studien är att undersöka hur pedagoger använder pedagogiskt drama i förskolan som ett meningsfullt verktyg. Jag vill också veta hur pedagogiskt drama kan främja barns utveckling och lärande samt empatiska förmågor och undersöka hur pedagoger i förskolan kan använda pedagogiskt drama som ett lustfullt lärande. Jag har utgått från ett sociokulturellt perspektiv med fokus på när lärandet sker i ett samspel.Min studie grundar sig på kvalitativa intervjuer med tre verksamma förskollärare som arbetar på samma avdelning. De tre intervjuande pedagogerna är alla överens om att pedagogiskt drama är ett lustfyllt lärande både för barn och pedagoger. Det bidrar till ett gemensamt lärande där glädjen är i fokus. Studien visade att pedagogiskt drama är ett bra verktyg att använda för att främja barns utveckling och lärande samt empatiska förmågor. Min studie visar att pedagogiskt drama bidrar till ett socialt samspel och ett gemensamt lärande för deltagarna. / My interest in how educational drama is used in preschool to promote children's development and learning has brought the study content. My purpose with this study is to examine how teachers use educational drama in preschool as a meaningful tool. I also want to know how educational drama can promote children's development and learning and empathic abilities and to examine how teachers in preschool can use educational drama as a pleasurable learning.   My study is based on qualitative interviews with three active preschool teachers who work in the same department. The three interviewed teachers all agree that educational drama is an enjoyable learning for children and educators. It contributes to a shared learning where the joy is in focus. The study showed that educational drama is a good tool to promote children's development and learning and empathic abilities.   I started from a sociocultural perspective with focus on when learning occurs in interaction. My study shows that educational drama contributes to social interaction and joint learning for the participants.

The purpose of this thesis is to study five pedagogue’s view of the free play and their view of the importance of the free play for children´s learning and development.  I have chosen to use a qualitative research method in the form of interviews with five pedagogue´s from a preschool. The main research questions asked were: What have the pedagogues of view on the free play?  How important believe the pedagogue that the free play is for children’s learning and development?  What has emerged in the study is that educators have a positive view of the free play. They believed that the free play is important for children´s skills. This is also shown in the literature as presented in the research survey. The result of the importance of play for children´s learning and development according to educators is that children learn to use imagination, social interaction with one another and show empathy and sympathy. The results also showed that the free play may have barriers that lead to conflicts among the children. Most educators felt that their presence is important to support and develop the play.