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Assessment of Embedding Peer Tutors in the Basic Communication Course: Examining Student Engagement, Classroom Climate, Affective Learning, and Communication CompetenceGolsan, Kathryn B. 24 April 2012 (has links)
No description available.
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Teacher Affective Attitudes Inventory: Development and Validation of a Teacher Self-Assessment InstrumentKing, Holly M., King 13 July 2017 (has links)
No description available.
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Student Teachers’ Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based ScalesHolbert, Romena M. Garrett January 2010 (has links)
No description available.
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An investigative study on the affect and concerns of mathematics student teachers with special reference to social-context based learning packages / Nazir Ahmed HassanHassan, Nazir Ahmed January 2013 (has links)
This investigative study was undertaken against the background of the recent calls for back to
basics by the Schooling 2025 initiative, as well as to address the 2000 and 2009 Review
Committees’ reports on the training and development of teachers and on the variable quality of
learning support materials. The act of systemic transformation has led to two curriculum revisions
taking place within the South African education sector and has inevitably culminated in the
identification of shortcomings in teacher development and learning materials. This study has
positioned itself to address these shortcomings at pre-service level through the preparation of
Mathematics student teachers as prospective Mathematics teachers.
In addressing the issue of inadequate training, the focus of the study was not only on cognition,
but also on how affect could influence the learning of Mathematics so as to ensure a more
encompassing approach in understanding how student teachers learn and do Mathematics.
Integrated research on affect and cognition could lead to optimal performance in the teaching and
learning of Mathematics and researchers in mathematics education need to acknowledge the role
and impact of the affective domain and integrate it into studies of cognition. If learners are going
to become competent learners of Mathematics, their affective responses to Mathematics are going
to be much more intense than if they are merely expected to achieve satisfactory levels of
performance in low-order mathematical skills. In the studies on mathematics cognition, the focus
of mathematical competencies is on abilities and capabilities while, in the affective domain,
competencies in mathematics are more than the abilities to perform observable tasks. Rather, the
focus of the affective competencies lies in the direction, the degree and the levels of intensities of
affect constructs (or their variables) that will define mathematical competencies within the
affective domain. Evidentiary (qualitative) data from this study supported the contention that
affect does influence the learning of mathematics since there were distinct patterns in the overall
expressions of participants towards this aspect of the research.
The acknowledgment of the concerns of student teachers during field practicum could possibly
help in ameliorating these concerns through the identification of what student teachers were
mostly concerned about when teaching Mathematics and how, by addressing these concerns, could help improve their teaching skills and abilities. Based on the quantitative evidence, the three subscales
of self, task and impact used in the Student Concerns Questionnaire (SCQ) were modified
on the basis of factor analysis to a two-factor model (concerns about self-benefit and concerns
about learner-benefit). Some of the statistical results were integrated with the narrative data to
provide substantive support for the expressions of student teachers. No classical trends, as noted in
the concerns theory, could be detected in this study. It was statistically inferred that a majority of
Mathematics student teachers who participated in this study were moderately concerned about
most of the concerns statements noted in each of the items on the SCQ. In addressing the variable
quality of the learning material the study focused on the development and the use of social context
learning packages. The utilisation of these learning packages (in an intervention strategy) was
aimed at strengthening social context knowledge and education, and explored its role in the
translation (if any) of student teacher concerns within a hierarchical spectrum. The evidence on
how student teachers perceived the use of these learning packages was recorded during the
interviews. Analyses of the verbal data revealed that the participating student teachers agreed with
the use of social context learning packages as part of their Mathematics lessons. In sum, the need
to prepare effective Mathematics teachers and raise the academic calibre of prospective
Mathematics teachers was fundamental to the overall design of this study. It is trusted that
curriculum planners and designers will consider the recommendations of this study to address the
so-called inadequacies within the education system of South Africa. / Thesis (PhD (Mathematics Education))--North-West University, Potchefstroom Campus, 2013
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An investigative study on the affect and concerns of mathematics student teachers with special reference to social-context based learning packages / Nazir Ahmed HassanHassan, Nazir Ahmed January 2013 (has links)
This investigative study was undertaken against the background of the recent calls for back to
basics by the Schooling 2025 initiative, as well as to address the 2000 and 2009 Review
Committees’ reports on the training and development of teachers and on the variable quality of
learning support materials. The act of systemic transformation has led to two curriculum revisions
taking place within the South African education sector and has inevitably culminated in the
identification of shortcomings in teacher development and learning materials. This study has
positioned itself to address these shortcomings at pre-service level through the preparation of
Mathematics student teachers as prospective Mathematics teachers.
In addressing the issue of inadequate training, the focus of the study was not only on cognition,
but also on how affect could influence the learning of Mathematics so as to ensure a more
encompassing approach in understanding how student teachers learn and do Mathematics.
Integrated research on affect and cognition could lead to optimal performance in the teaching and
learning of Mathematics and researchers in mathematics education need to acknowledge the role
and impact of the affective domain and integrate it into studies of cognition. If learners are going
to become competent learners of Mathematics, their affective responses to Mathematics are going
to be much more intense than if they are merely expected to achieve satisfactory levels of
performance in low-order mathematical skills. In the studies on mathematics cognition, the focus
of mathematical competencies is on abilities and capabilities while, in the affective domain,
competencies in mathematics are more than the abilities to perform observable tasks. Rather, the
focus of the affective competencies lies in the direction, the degree and the levels of intensities of
affect constructs (or their variables) that will define mathematical competencies within the
affective domain. Evidentiary (qualitative) data from this study supported the contention that
affect does influence the learning of mathematics since there were distinct patterns in the overall
expressions of participants towards this aspect of the research.
The acknowledgment of the concerns of student teachers during field practicum could possibly
help in ameliorating these concerns through the identification of what student teachers were
mostly concerned about when teaching Mathematics and how, by addressing these concerns, could help improve their teaching skills and abilities. Based on the quantitative evidence, the three subscales
of self, task and impact used in the Student Concerns Questionnaire (SCQ) were modified
on the basis of factor analysis to a two-factor model (concerns about self-benefit and concerns
about learner-benefit). Some of the statistical results were integrated with the narrative data to
provide substantive support for the expressions of student teachers. No classical trends, as noted in
the concerns theory, could be detected in this study. It was statistically inferred that a majority of
Mathematics student teachers who participated in this study were moderately concerned about
most of the concerns statements noted in each of the items on the SCQ. In addressing the variable
quality of the learning material the study focused on the development and the use of social context
learning packages. The utilisation of these learning packages (in an intervention strategy) was
aimed at strengthening social context knowledge and education, and explored its role in the
translation (if any) of student teacher concerns within a hierarchical spectrum. The evidence on
how student teachers perceived the use of these learning packages was recorded during the
interviews. Analyses of the verbal data revealed that the participating student teachers agreed with
the use of social context learning packages as part of their Mathematics lessons. In sum, the need
to prepare effective Mathematics teachers and raise the academic calibre of prospective
Mathematics teachers was fundamental to the overall design of this study. It is trusted that
curriculum planners and designers will consider the recommendations of this study to address the
so-called inadequacies within the education system of South Africa. / Thesis (PhD (Mathematics Education))--North-West University, Potchefstroom Campus, 2013
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Experiences of parents' involvement in the management of primary schools in Oromiya National Regional State, EthiopiaWakjira Girma Mekonnen 06 1900 (has links)
The study investigated parents’ involvement in managing primary schools in Oromiya National Regional State, Ethiopia. The main concern of this study revolved around the challenges that lead to the decline in parental involvement in their children’s schooling, low stakeholders’ participation in the management of primary schools, lack of awareness of students and their families on the school context that leads to increased rates of learner achievement. Furthermore, the study investigated the existence of conflict in role perception manifested in assuming that schools could play their roles in children’s education without parents’ interference, and both parties working together for their children’s achievements.
In the study, a qualitative research methodology was employed. This qualitative study examined parental involvement in their managing primary schools through semi-structured interviews with five primary school principals, five parent –student teacher association chairpersons and 12 parents who had children in elementary school through focus group discussions.
The findings of this research were centred around families’ participation in their children’s learning, understanding how parental involvement enhances learners’ achievements, views of schools and teachers on parental involvement, school assistance of parents in their parenting tasks and strategies to allow parents to take part in their children’s schooling.
The conclusion drawn from this study is that the Ethiopian educational policy tries to advocate parental involvement in managing primary schools for improving educational quality at its level and through obtaining better family school governance experiences. School principals and PTA chairpersons did not seem to appreciate the possible advantages that could emanate from complete parental involvement in managing elementary schools. The study recommends approaches to manage and use schools, human and material resources, ways to involve uneducated parents in school management to use their indigenous knowledge in their children’s schooling, and parental involvement in managing primary schools in rural and semi-urban areas differs from other situations. / Educational Leadership and Management / D. Ed. (Educational Leadership and Management)
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TINKERING WITH EMERGING ADULTHOOD: BONDING FACULTY BEHAVIORS CULTIVATING LIFE PROJECTS FOR AT-RISK EMERGING ADULT STUDENTSHeddleson, Lucia 27 August 2019 (has links)
No description available.
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The role of the lecturer in cultivating a relationship of trust with the student teacher with special reference to teaching practice in the former Transkei regionMsengana, Enid Ntombizolundi 11 1900 (has links)
This study deals with the problem relating to the prevalence of a lack of
trust amongst members of today's society generally, and in particular
between college lecturers and student teachers.
The aim of the dissertation is to investigate the role of the lecturer in
cultivating a relationship of trust with the student teacher, especially
during teaching practice. The study reveals that the trust relationship
manifests itself in various moments. Some characteristics of an effective
supervising lecturer are also reflected upon.
The major research consists of an empirical investigation into which
characteristics of an effective supervising lecturer contribute most towards
cultivating a relationship of trust with student teachers during teaching
practice. A survey of colleges of education and schools in the former
Transkei region participating in the empirical investigation is also
conducted.
The findings of the research indicate that the following categories need
to be enhanced 'through training : personal, professional and guidance. / Education / M. Ed. (Philosophy of Education)
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The role of the lecturer in cultivating a relationship of trust with the student teacher with special reference to teaching practice in the former Transkei regionMsengana, Enid Ntombizolundi 11 1900 (has links)
This study deals with the problem relating to the prevalence of a lack of
trust amongst members of today's society generally, and in particular
between college lecturers and student teachers.
The aim of the dissertation is to investigate the role of the lecturer in
cultivating a relationship of trust with the student teacher, especially
during teaching practice. The study reveals that the trust relationship
manifests itself in various moments. Some characteristics of an effective
supervising lecturer are also reflected upon.
The major research consists of an empirical investigation into which
characteristics of an effective supervising lecturer contribute most towards
cultivating a relationship of trust with student teachers during teaching
practice. A survey of colleges of education and schools in the former
Transkei region participating in the empirical investigation is also
conducted.
The findings of the research indicate that the following categories need
to be enhanced 'through training : personal, professional and guidance. / Education / M. Ed. (Philosophy of Education)
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Jugendkulturen und Mitgestaltung in westdeutschen Schulen der 1950er und 1960er Jahre / Schülerzeitungen als historische Quellen der Schul- und JugendforschungKabaum, Marcel 22 February 2019 (has links)
Cette thèse reconstruit la participation des jeunes et les articulations culturelles des jeunes dans les écoles ouest-allemandes à travers une collection de plus de 7 500 journaux scolaires archivés à la Bibliothek für Bildungsgeschichtliche Forschung (BBF) de Berlin. Afin d'aider à façonner la communauté scolaire et d'apprendre à agir de manière démocratique, les journaux scolaires ont été introduits après 1945 par les Alliés en collaboration avec le conseil des élèves, en particulier dans les écoles secondaires. Ce faisant, certaines préformes réussies du passé ont été poursuivies.
Pour la première fois, cet ouvrage retrace l'évolution des journaux scolaires dans la première moitié du XXe siècle, puis se concentre sur les développements des années 1950 et 1960. A partir du milieu des années 1950, les rédacteurs en chef des journaux de l'école ont revendiqué avec succès leur indépendance vis-à-vis du conseil des élèves, dont les possibilités de codécision ont été désillusionnées à un stade précoce. Contrairement au conseil des élèves, les journaux scolaires ont témoigné de possibilités de co-design et d'articulation à établir nettement moins problématiques et plus fructueuses et ont ainsi contribué au développement de cultures scolaires plus fortement influencées par la libéralisation et la participation. Il est présenté dans le présent document pour les thèmes de formation au cours de la période couverte : en vue (1) de la discussion sur la technologie et les développements scientifiques et techniques pendant la Guerre froide, (2) de l'occupation avec les Etats-Unis et son influence culturelle, et (3) des confrontations avec les développements culturels des jeunes. L'ouverture croissante de l'école aux expressions culturelles des jeunes est examinée tant au niveau de la thématisation que sur le plan matériel sous la forme d'une analyse des artefacts. A cet effet, la communication symbolique sur les pages de titre des journaux scolaires sera analysée. Les efforts productifs présentés pour la liberté d'opinion dans les écoles illustrent également l'importance des journaux étudiants pour la relation enseignant-élève et le développement de structures participatives dans les écoles. Les travaux confirment la pertinence des journaux scolaires pour la reconstruction des cultures des jeunes ou des cultures des pairs dans les écoles et en tant que source productive pour les jeunes et la recherche scolaire. Les journaux scolaires sont également un phénomène international et transnational. Pour des recherches plus approfondies, ce document fournit un premier rapport de recherche complet pour l'Europe occidentale ainsi qu'une présentation pour la RDA et les Etats-Unis. / Die Arbeit rekonstruiert jugendliche Mitgestaltung und jugendkulturelle Artikulationen in westdeutschen Schulen entlang eines umfassenden Bestandes an Schülerzeitungen. Zur Mitgestaltung der Schulgemeinschaft und zum Erlernen demokratischer Handlungsweisen wurden Schülerzeitungen von den Alliierten zusammen mit der Schülermitverantwortung (SMV) insbesondere an Gymnasien eingeführt. Erstmals wird hier auch die Entwicklung der Schülerzeitungen in der ersten Hälfte des 20. Jahrhunderts nachgezeichnet. Schülerzeitungen zeugten gegenüber der Schülermitverantwortung (SMV) von deutlich unproblematischer und erfolgreicher zu etablierenden Mitgestaltungs- und Artikulationsmöglichkeiten und trugen zur Entwicklung von stärker durch Liberalisierung und Partizipation geprägte Schulkulturen bei. Dies wird für prägende Themen in der behandelten Zeit dargestellt: mit Blick auf (1) die Diskussion von Technik und naturwissenschaftlich-technischen Entwicklungen während des Kalten Krieges, (2) auf die Beschäftigung mit den USA und ihrem kulturellen Einfluss sowie (3) auf die Auseinandersetzungen mit jugendkulturellen Entwicklungen. Die zunehmende Öffnung der Schule für jugendkulturelle Ausdrucksweisen wird sowohl thematisch als auch auf materieller Ebene untersucht. Dazu wird u. a. die symbolische Kommunikation auf Titelblättern von Schülerzeitungen analysiert. Die dargestellten produktiven Bemühungen um Meinungsfreiheit in der Schule verdeutlichen auch die Bedeutung von Schülerzeitungen für das Lehrer-Schüler-Verhältnis. Die Arbeit bekräftigt die Relevanz von Schülerzeitungen für die Rekonstruktion von Jugendkulturen bzw. peer cultures im schulischen Raum sowie als ertragreiche Quelle für die Jugend- und Schulforschung. Schülerzeitungen sind darüber hinaus ein internationales und auch transnationales Phänomen. Für weitere Forschungen wird daher zudem ein erster umfassender Forschungsbericht zu Schülerzeitungen in Westeuropa, in der DDR und in den USA gegeben. / This doctoral thesis reconstructs youth participation and youth-cultural articulations at West German secondary schools. After 1945, the Allies introduced student newspapers along with student councils in order to foster the acquisition of democratic behaviors and codetermination of the school community. This project first offers a thorough documentation of the development of student newspapers in the first half of the 20th century, and then focuses on their development in the 1950s and 1960s. By the mid-1950s, the editors of the student newspapers had claimed independence vis-a-vis student councils. Student newspapers, meanwhile, bespoke far less problematic, and more successful, potentials for participation and youth-cultural articulation. They thereby contributed to school cultures more strongly influenced by liberalization and participation. The following defining themes from the era are presented in these articles: (1) the discussion of technology and natural science/technical developments during the cold war, (2) engagement with the USA and its cultural influence, and (3) involvement with youth-cultural developments. The increasing opening of schools for youth-cultural forms of expression is examined on both thematic and material levels. In addition, newspaper elements such as the symbolic communication in title pages will be analyzed. The productive efforts toward freedom of opinion in schools show the importance of school newspapers in terms of the teacher-student relationship and the development of participatory structures in schools. This project underlines the relevance of school newspapers for the reconstruction of youth cultures and peer cultures in schools in addition to being sources for youth research and school research. Moreover, school newspapers are an international and transnational phenomenon. Areas for further research are indicated in a literature review for Western Europe a consideration of the GDR and the USA.
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