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Pre-service teachers' handling of linear algebra in a problem-centred approachGeorge, Salimma 03 1900 (has links)
Thesis (MEd)--University of Stellenbsoch, 2001. / ENGLISH ABSTRACT: The primary concern of the study is how pre-service teachers perform after they have
been exposed to a section of a linear algebra course based on the problem-centred
approach. The students were in their final (3rd
) year of a teacher education course at
a college of education which prepares them to teach mathematics at high school
level. Sixty students, who formed the experimental group, were exposed to a linear
algebra section, which was underpinned by the tenets of the problem-centred
approach. The control group comprised of 60 students of similar mathematical
background and they were taught the linear algebra section in the conventional way.
The main study is preceded by an overview of the history of the teaching of linear
algebra and this overview rendered that certain aspects of linear algebra were
historically taught in context. Furthermore an analysis of current secondary school
mathematics curricula indicated that there are components of linear algebra present
in these syllabi.
To test whether there was any significant effect of the experimental course, both
groups were subjected to the same linear algebra test items at the end of the
experimental period. The null hypothesis tested was: there will be no significant
difference between the achievement scores of the experimental and control groups.
A simple statistical two-tailed test for the difference between two means was done.
This test confirmed the rejection of the null hypothesis at the 0,01 level of
significance. It is thus accepted that the superior achievement of the experimental
group was due to the intervention - approaching aspects of linear algebra through
the problem-centred approach. To get an indication of the strategies the experimental group followed to solve linear
algebra problems, an analysis was done of the written work of the students. This
analysis showed that students applied an absolute calculation strategy to seek
solutions to the problems.
The study had the following limitations:
1. The students were not representative of the pre-service secondary teachers in
South Africa. Only students from the developing population group were involved.
2. The students were not randomly assigned to the experimental and control group.
They were in their normal college classes .
. Notwithstanding the above limitations it is recommended that:
1. The problem-centred approach, which support the ideals of outcomes-based
education, be applied to a major part of the South African school and college of
education mathematics syllabi.
2. Appropriate assessment procedures consonant with the problem-centered
approach are installed.
3. Adequate support systems are put in place to support teacher transition from the
conventional to the problem-centred approach. / AFRIKAANSE OPSOMMING: Die primêre fokus van die studie is die effek van In lineêre algebra kursus, aangebied
volgens die probleem-gesentreerde benadering, op kollege onderwysstudente. Die
studente was in hulle finale (3de) jaar van In kursus aan In onderwyskollege wat hulle
voorberei om wiskunde op hoërskoolvlak te onderrig. Die eksperimentele groep,
bestaande uit 60 studente, het aspekte van lineêre algebra geleer, onderrig volgens
die probleem-gesentreerde benadering. Die kontrolegroep, bestaande uit 60
studente met omtrent dieselfde wiskunde agtergrond, het dieselfde lineêre algebra
geleer, onderrig volgens die konvensionele metode.
Die hoofstudie is voorafgegaan deur In oorsig van die geskiedenis van die onderrig
van lineêre algebra, wat getoon het dat dat sekere aspekte van lineêre algebra
histories in konteks onderrig is. In Ontleding van die huidige hoërkool wiskundekurrikulum
toon dat dit komponente van lineêre algebra bevat.
Om die impak van die eksperimentele kursus te bepaal, het beide groepe aan die
einde van die eksperimentele periode dieselfde lineêre algebra toetsitems voltooi.
Die volgende nul-hipotese is getoets: Daar is geen beduidende verskil tussen die
prestasies van die eksperimentele en die kontrole groepe nie. In Eenvoudige tweevlerk
statistiese toets vir die verskil tussen twee gemiddeldes is gedoen. Die toets
bevestig die verwerping van die nul-hipotese op die 0,01 vlak van beduidendheid.
Dit word dus aanvaar dat die beter prestasie van die eksperimentele groep
toegeskryf kan word aan die intervensie, naamlik die leer van lineêre algebra volgens
die probleem-gesentreerde benadering. Om "n aanduiding te kry van die strategieë wat die eksperimentele groep gebruik het
in die oplos van lineêre algebra probleme, is die geskrewe werk van die studente
ontleed. Die ontleding het getoon dat studente 'n absolute rekenstrategie gebruik het
om oplossings vir die probleme te soek.
Die studie het die volgende beperkings:
1. Die studente was nie verteenwoordigend van sekondêre onderwysstudente in
Suid Afrika nie. Slegs studente uit die onwikkelinggroep was betrokke.
2. Die studente is nie willekeurig aan die eksperimentele en kontrole groepe
toegewys nie. Hulle was in hul gewone kollege klasse.
Ondanks die bogenoemde beperkings, word daar aanbeveel dat:
1. Die probleem-gesentreerde benadering, wat die beginsels van uitkomsgebaseerde
onderwys ondersteun, behoort in die wiskunde kurrikulum vir
skole en onderwyserskolleges gebruik te word.
2. Gepaste assesseringsmetodes, soos in die probleem-gesentreerde
benadering gebruik, moet toegepas word.
3. Doeltreffende ondersteuningstelsels moet geïmplementeer word om
onderwysers te ondersteun in huloorgang na die probleem-gesentreerde
benadering.
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The effects of co-operative learning on student performance in English as a second language with specific reference to Madadeni College of EducationKhumalo, Kwazi Herman 03 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The writing of this thesis has been an attempt to respond to the problem of
students who do not seem to be able to express themselves succinctly and
clearly in English. Madadeni College of Education enrols students who have
passed grade twelve, at least most of them have passed English. Their passing
English at grade twelve presupposes that they can use English freely during the
teaching and learning situation, for all courses are studied and presented through
the medium of English.
On realising this serious handicap the researcher decided to come up with
something that can probably help contribute in shaping good prospective English
teachers who will in turn teach many generations to come.
There was decided on co-operative learning as the possible technique that can
be used in higher education with the view to influencing students to use English
practically. It needs to be stressed that co-operative learning is a learning
technique or strategy (not a teaching method) that is used to make participants
use English practically.
The central problem of this thesis therefore is that students fail to express
themselves clearly in English. This means the sample of sixty student
participants who were drawn from the primary section of teacher training got
involved in practical co-operative learning activities in order to practice English in
small manageable co-operative learning groups. Co-operative learning is a
special type of group work where each participant is given a specific function or
task to do.
Chapter 1 of this thesis explores the problem of the research and is followed by
the hypothesis. The purpose of the research is spelt out that it is to examine and
diagnose how co-operative learning can be used as an instrument for improving
students' English-speaking skills through active and participatory learning. The research methodology, which uses a descriptive approach becomes part of
this thesis. It outlines the activities that are part of this research.
Student participants became involved in practical co-operative learning for three
weeks. After these activities had been completed, a questionnaire was
developed and constructed. The purpose of the study was to examine and
diagnose how co-operative learning can be used as an instrument for improving
students' English-speaking skills through active and participating learning.
Student respondents or participants were respondents.
Chapter 2 deals with a critical review of the literature which was completed
mainly to identify possible solutions and effective ways to educate the next
generations about the problem.
Chapter 3 focuses on the research and the research methodology where a
research design, which spells out the population sample, research procedures
and the design of the questionnaire are central.
Chapter 4 deals with the presentation, analysis, and interpretation of the results.
As a penultimate chapter, the researcher is able to evaluate (from student
participants' responses) the success or the shortfalls of the research.
Chapter 5 focuses on the synthesis of findings, conclusions, recommendations
and the conclusion of this research. / AFRIKAANSE OPSOMMING: Die skryf van hierdie tesis was 'n poging om die probleem aan te spreek van
studente wat dit moeilik vind om hulle duidelik en bondig in Engels uit te druk.
Die meeste studente wat met die vereiste graad 12-kwalifikasie tot Madadeni
Onderwyskollege toegelaat word, het ook in graad 12 in Engels geslaag. Dit
veronderstel dat hulle tydens die onderrig-en-Ieerproses Engels met gemak
behoort te kan gebruik, maar dit is ongelukkig nie so nie. Alle kursusse by
genoemde kollege word deur medium Engels aangebied.
Hierdie ernstige leemte ten opsigte van Engels waarmee die studente te kampe
het, het die navorser gemotiveer om 'n bydrae te maak tot die ontwikkeling van
goeie Engelse onderwysers wat vir vele toekomstige geslagte waardevolle
onderrig kan gee.
Daar is besluit om kooperatiewe leer in die navorsing te gebruik as In moontlike
tegniek wat in hoër onderwys aangewend kan word ten einde studente aan te
moedig om Engels te gebruik. Daar word beklemtoon dat kooperatiewe leer 'n
leertegniek of -strategie is (nie 'n leermetode nie) wat gebruik word om
deelnemers te motiveer om Engels in die praktyk te gebruik.
Die kernprobleem waarmee hierdie tesis te make het, is dat studente hulle nie
duidelik in Engels kan uitdruk nie. Die steekprroef van 60 studente wat vanuit die
primêre afdeling van onderwyseropleiding getrek is, het betrokke geraak by
praktiese kooperatiewe leer-aktiwitete, om sodoende in klein, beheerbare
kooperatiewe groepe Engels te praat. Kooperatiewe leer is 'n spesiale soort
groepwerk waar elke deelnemer 'n spesifieke funksie vervul, of 'n besondere taak
het om uit te voer.
Hoofstuk 1 van hierdie tesis ondersoek die navorsingsprobleem. Die hipotese
volg daarop. Die doel van navorsing word uiteengesit, naamlik om te ondersoek en te diagnoseer hoe koëperatiewe leer aangewend kan word om studente se
taalvaardigheid in Engels te verbeter deur aktiewe en deelnemende leer.
Die navorsingsmetodologie, wat 'n beskrywende benadering volg, is deel van
hierdie tesis, en dit skets die aktiwiteite wat deel uitmaak van hierdie navorsing.
Deelnemende studente was vir drie weke lank betrokke by praktiese
koëperatiewe leer. Daarna is 'n vraelys geïmplementeer. Die doel van die studie
was die ondersoek en diagnose van hoe koëperatiewe leer as instrument gebruik
kan word om studente se "engels-sprekende" vermoëns deur aktiewe en
deelnemende leer te bevorder.
Hoofstuk 2 is 'n kritiese oorsig van die literatuurstudie, wat hoofsaaklik gerig is op
moontlik oplossings en effektiewe maniere om nuwe studente aan die probleem
bloot te stel.
Hoofstuk 3 belig die navorsing en die navorsingsmetodologie. 'n Navorsingsontwerp
wat die steekproef, navorsingsprosedures en die vraelysontwerp
uiteensit, staan sentraal.
Hoofstuk 4 behandel die aanbieding, ontleding en interpretasie van die resultate.
Uit die deelnemende studente se reaksie poog die navorser om die suksesse en
tekortkominge van die probleemgebied te bepaal.
Hoofstuk 5 sluit die tesis af met 'n sintese van die bevindinge, afleidings en
aanbevelings van die navorsing.
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Enhancing the quality of first-year Biology teaching at the University of StellenboschJoubert, Lydia-Marie 12 1900 (has links)
Thesis (MPhil) (Higher Education)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Transformation in biology teaching is inevitable. There is a global concern about the
quality of undergraduate biology teaching, especially when considering the growth in
the fields of biotechnology and the molecular sciences. Programmes of learning have
to be market orientated, and the contents of curricula have to equip students for
entrance into a specific career.
At the University of Stellenbosch the School for Biological Sciences has developed an
interdisciplinary approach to first-year biology teaching. The new programmes in
Biological Sciences, implemented in 2000, contain first-year curricula that introduce
students to the disciplines of genetics, botany, zoology, microbiology, biochemistry
and statistics. This involves participation by six departments, and lecture facilitation in
two languages for up to 600 students. As contact sessions between lecturers and
students are limited, self-study is becoming increasingly important, and lectures
should be fully exploited to obtain deep learning. This study investigated various ways
to enhance the teaching and learning process for first-year biology students in a
module fraught with growing pains and problems.
The influence of software support on student learning was evaluated, while the
introduction of an innovative approach to teaching statistics to first-year students was
analyzed. Supplementing the statistics section with video-recordings of the lectures
was further considered as a possible way of overcoming various obstacles in
especially this section of the module. The application of a practical laboratory course
to enhance the quality of the theoretical lectures was also investigated and evaluated.
It can be concluded that no simple solution could be found to solve the variety of
problems that arose with implementation of the new programmes of learning.
Technology proved to be invaluable, but should be applied after thorough needs
assessment and impact studies have been performed. Provision of IT tools and
facilities do not necessarily imply their application and effect, and innovation and
inspiration still proved to be most effective in enhancing biology teaching. / AFRIKAANSE OPSOMMING: Transformasie in biologie-onderrig is onvermydelik. Daar is wêreldwye kommer oor
die kwaliteit van voorgraadse biologie-onderrig, veral in die lig van die vooruitgang in
biotegnologie en die molekulêre wetenskappe. Programme van onderrig moet
markgerig wees, en die inhoud van leerplanne loopbaangerig.
Die Skool vir Biologiese Wetenskappe van die Universiteit van Stellenbosch het sedert
sy stigting 'n interdissiplinêre benadering tot eerstejaarsbiologie-onderrig ontwikkel.
Die nuwe programme in die Biologiese Wetenskappe wat in 2000 geïmplementeer is,
bevat eerstejaarskurrikula wat studente bekendstel aan die dissiplines van genetika,
botanie, sooloqie, mikrobiologie, biochemie en statistiek. Ses departemente is hierby
betrokke, en lesings word in twee tale vir tot 600 studente aangebied. Aangesien
kontaksessies tussen dosente en studente beperk is, word selfstudie toenemend
belangrik, en lesure moet ten volle benut word om 'n diepgaande leerproses te verkry.
Hierdie studie ondersoek derhalwe verskeie potensiële maniere waarop die onderrigen
leerproses by eerstejaarbiologie-studente versterk kan word.
Die invloed van sagteware-ondersteuning by die leerproses is geëvalueer, terwyl 'n
nuwe innoverende benadering tot statistiek-onderrig vir eerstejaarstudente
geanaliseer is. Uitbreiding en ondersteuning van die statistiek-seksie, d.m.v. videoopnames
van die lesings, is verder oorweeg om verskeie van die hindernisse in veral
hierdie deel van die module te oorkom. Die toepassing van 'n laboratoriumkursus om
die kwaliteit van die teoretiese lesings uit te brei is ook geëvalueer.
Daar kan saamgevat word dat geen enkelvoudige oplossing bestaan om die
verskeidenheid van probleme op te los wat met implementering van die programme
ontstaan het nie. Tegnologie is onontbeerlik, maar moet toegepas word nadat
behoorlike behoeftebepaling en impakstudies uitgevoer is. Verskaffing van
informasietegnologie impliseer nie noodwendig die nodige toepassing en effek nie, en
innovasie en inspirasie blyk steeds onontbeerlik te wees om biologie-onderrig uit te
brei en te versterk.
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Toward a cooperative learning process in building social cohesion in a Grade 10 Geography classroom : an action research approachBooysen, Barry 03 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This mini-thesis documents two action research projects which I conducted as a teacher
researcher in my Grade 10 Geography classroom. The research was an attempt to
improve my teaching as a Geography teacher and to enhance social cohesion in my
classroom.
This mini-thesis investigated the following research questions: How can cooperative
learning be used in a Geography classroom to build and improve social cohesion amongst
students? And how can I improve my own teaching practice? The focus of the study was
on cooperative learning as a teaching strategy, while action research was the research
methodology. Two action research projects were completed and reflected upon within the
action research framework. This mini-thesis, which include two action research projects, is
based, underpinned and influenced by the critical theorists such as Darder (2007), Dewey
(1938) Freire(1972), Habermas (1972), Giroux (1988), McNiff (2002, 2006, 2010) and
Waghid 2011).
In reflecting on my practice, I realise that there is a problem in terms of helping students to
foster an promote positive social relationships and working together in the classroom. In
this mini thesis I contend that cooperative learning holds the potential to improve social
cohesion and social relationships amongst students.
Cooperative learning emphasises cooperation as integral to students’ success and
because of this cooperative learning has been found successful in fostering positive
intergroup attitudes in classrooms. South-African teachers in recent years have been
compelled to embrace a more learner-centred approach as opposed to a teacher-centred
approach. I believe cooperative learning could be instrumental in enhancing learner
performance and promoting positive social relationships amongst classmates.
I consider my teaching practice to have certain defects and through action research I can
investigate and reflect on this with a view of improving my practice. Self-reflection and
introspection led me to critically examine my classroom practice. In this research I also
tried to encourage students to interact with one another in a positive way. This study uses
cooperative learning as a teaching strategy to enhance working together between students
in a classroom and enhance social cohesion.
At the time of this study the Department of Basic Education introduced Curriculum
Assessment Policy Statements (CAPS) as the official curriculum of South Africa. CAPS
consequently has an influence on my teaching practice. We adhere to departmental
policies and try to comply with curriculum delivery often to the detriment of the needs that
learners might experience in the school, such as nation building and maintaining
relationships that contribute to the total development of the learner. What further motivated
me to address my classroom practice was that my teaching style was still very similar to
the way my previous teachers taught me. I was still caught up in the traditional mode of teaching and learning where the “teacher talks and the learner listens” There was no
innovation that characterised my teaching practice. In an attempt to address the issues
that concern me, I asked the following critical research questions in this mini-thesis:
1 How can cooperative learning be used in a Geography classroom to develop social
cohesion amongst learners?
2 How can I improve my own teaching practice?
I would like to believe and set out to establish whether the cooperative classroom is
different from the one in the traditional teaching environment; both the teacher and student
adopt new roles. The teacher becomes a facilitator and the cooperative lessons imbue
learners with confidence and enhance social relationships.
In Chapter One I give a background to the study. I describe the educational challenges
that face South Africa and I set out to locate what I would regard as the problem in my
teaching.
Chapter Two is my literature review. In this chapter, I give a detailed account of
cooperative learning. Due to the limited scope of this study and the many facets of
cooperative learning, I contend that as a researcher, I cannot deal with cooperative
learning in its entirety.
In Chapter Three I focus on action research as the research methodology which I
employed in this study. I give a brief historical perspective on the development of action
research, define it, explain how it operates and give an account of how action research
works.
Chapter Four and Five provide a description of the two action research projects that I
undertook with my Grade 10 Geography classes. In these two chapters I give an account
of my two action research learning projects.
Chapter six is the concluding chapter. I reflect on the research projects and try to map the
future of cooperative learning as an educational strategy that could transform the
classroom and ultimately contribute to nation building. / AFRIKAANSE OPSOMMING: In hierdie mini- tesis dokumenteer ek twee aksienavorsingprojekte wat ek as onderwysernavorser
in my Graad 10 Geografieklas uitgevoer het. Hierdie navorsing was ʼn poging om
my onderrigpraktyk as Geografie-onderwyser te verbeter om sosiale samehorigheid in my
klaskamer te verbeter.
Hierdie mini-tesis het die volgende navorsingsvrae beantwoord: Hoe kan koöperatiewe
leer in ʼn Geografie klaskamer gebruik word om sosiale samehorigheid tussen leerders te
verbeter en te bou? En hoe kan ek my eie onderrigpraktyk verbeter? Die studie het op
koöperatiewe leer as onderrigstrategie en aksienavorsing as navorsingsmetodologie
gefokus.Twee aksienavorsingsprojekte is binne die aksienavorsingsraamwerk voltooi en
oor besin. Hierdie mini-tesis wat twee navorsingsprojekte insluit, is gebaseer, onderskryf
en beinvloed deur die kritiese teoriste soos Darda(2007), Dewey (2008). Freire (1972),
Habermas (1972), Giroux (1988), McNiff (2002, 2006, 2010) en Waghid (2011).
Deur te reflekteer op my onderrigpraktyk, het ek besef dat daar n probleem is in terme van
hulpverlening aan leerders om hulle te help om positiewe sosiale verhoudings te
promoveer en saam te werk in die klaskamer. In hierdie mini-tesis is ek egter van mening
dat koöperatiewe leer die potensiaal het om sosiale samehorigheid en sosiale verhoudings
te verbeter tussen leerders
Koöperatiewe leer beklemtoon samewerking as noodsaaklik tot die sukses van leerders
en as gevolg daarvan is gevind dat koöperatiewe leer positiewe houdings tussen groepe in
klaskamers suksesvol bevorder. Oor die afgelope jare was Suid-Afrikaanse onderwysers
verplig om ʼn meer leerdergerigte benadering te volg eerder as ʼn onderwysergesentreerde
benadering.Ek is van mening dat koöperatiewe leer is bevorderlik vir die verbetering van
leerders se prestasie en die bevordering van sosiale verhoudinge tussen klasmaats.
Ek aanvaar dat my onderrigpraktyk sekere gebreke het en met aksienavorsing kan ek dit
ondersoek en daaroor besin met die oog op die verbetering van my praktyk. In hierdie
navorsing het ek gepoog om studente te ontwikkel om op ʼn positiewe wyse met mekaar in
wisselwerking te tree. Hierdie studie gebruik koöperatiewe leer as onderrigstrategie om
samewerking tussen leerders in ʼn klaskamer te verhoog en sosiale samehorigheid te
bevorder.
Toe die studie onderneem is, het die Departement van Basiese Onderwys die Kurrikulumen
Assesseringsbeleidsverklaring (KABV) as die amptelike kurrikulum vir Suid-Afrika
bekendgestel. KABV het ʼn invloed op my onderrigpraktyk. Ons kom departementele
beleide na en poog om aan kurrikulumaflewering te voldoen tot nadeel van die behoeftes
wat leerders op skool mag ervaar, soos nasiebou en behoud van verhoudings, wat bydra
tot die algehele ontwikkeling van die leerder. Besinning en introspeksie het daartoe gelei
dat ek my klaskamerpraktyk krities ondersoek. Wat my verder gemotiveer het om my
klaskamerpraktyk aan te spreeek was dat my onderrig styl baie dieselfde was as die van
my vorige onderwysers wat my onderrig het. Ek was vasgevang in die tradisionele manier
van onderrig en leer waar die “onderwyser praat en die leerder luister”
My klaskamerpraktyk was dieselfde as die van my onderwysers. Die manier waarop ek
onderrig, was dieselfde as wat my onderwysers gebruik het om my te onderrig. My
onderrigstelsel is nie deur innovering gekenmerk nie. In ʼn poging om die kwessies
waaroor ek bekommerd was aan te spreek, is die volgende kritiese navorsings vrae gevra
in hierdie mini-tesis:
1 Hoe kan koöperatiewe leer in ʼn geografie klaskamer gebruik word om sosiale
samehorigheid tussen leerders te ontwikkel?
2 Hoe kan ek my eie onderrigpraktyk verbeter?
Ek wil graag glo en vastel of die koöperatiewe klaskamer verskillend is van die tradisionele
onderrig omgewing; beide die onderwyser en leerder neem verskillende rolle aan. Die
onderwyser word ʼn fasiliteerder in die leer proses. Die koöperatiewe lesse ontwikkel
leerders met selfvertroue en verbeter sosiale verhoudinge.
In Hoofstuk Een gee ek die agtergrond tot die studie. Ek bespreek die opvoedkundige
uitdagings wat Suid- Afrika in die gesig staar en wil graag vastel wat ek beskou as die
probleem in my onderrig
Hoofstuk Twee is my literatuur studie. In die hoofstuk gee ek n gedetaileerde verslag van
koöperatiewe leer. As gevolg van die beperkte omvang van die studie en die baie fasette
van koöperatiewe leer is ek as navorser van mening dat ek nie koöperatiewe leer in sy
totaliteit kan behandel nie
Hoofstuk Drie fokus op aksienavorsing as die navorsingsmetodologie wat in hierdie studie
gebruik work. Ek gee ook n kort historiese perspektief van die ontwikkeling van
aksienavorsing, definieer dit, verduidelik hoe dit opereer en gee n verslag van hoe aksie
navorsing werk.
Hoofstuk Vier en Vyf gee n verduideliking van die twee aksienavorsingsprojekte wat ek
met my Graad 10 klasse onderneem het. In hierdie twee hoofstukke doen ek verslag van
my twee aksienavorsingprojekte
Hoofstuk Ses is die slot hoofstuk. Ek reflekteer op die aksienavorsingprojekte en prober
om die toekoms van koöperatiewe leer uit te stippel as n opvoedkundige strategie wat die
klaskamer kan transformeer en n bydrae tot nasiebou kan maak.
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Vocabulary learning strategies and English language outcomes: a study of non-English majors at tertiarylevel in China顧永琪, Gu, Yongqi. January 1997 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
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216 |
Evaluating constructivist teaching and learning of social work practice黃浪詞, Wong, Long-chi, Rinna. January 2002 (has links)
published_or_final_version / Social Work and Social Administration / Doctoral / Doctor of Philosophy
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Using language arts in the German classroom: a case studyFrömel, Annette. January 2005 (has links)
published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics
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Teaching expository writing: a process approachStewart, Mary Louise. January 1986 (has links)
published_or_final_version / Education / Master / Master of Education
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The influence of learner motivation on developing autonomous learning in an English-for-specific-purposes courseLai, Man-wai, Conttia., 黎雯慧. January 2007 (has links)
published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics
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CURRICULUM DESIGN INFLUENCES ON GENERAL EDUCATION REQUIREMENTS IN FINE ARTS PROFESSIONAL BACCALAUREATE DEGREE PROGRAMS.PICKARD, FRANK. January 1987 (has links)
The purpose of this study was to identify the forces and pressures that have influenced curriculum design decisions regarding general education requirements in the fine arts professional baccalaureate degree programs and to determine how curriculum planners are responding to these pressures. A review of the literature revealed a national movement to examine general education requirements in higher education. Problems arise when particular degree programs are already discipline-specific in nature with a substantial number of course requirements prescribed in the major area of study. The problems are compounded further in the professional degree programs where emphasis is often placed on knowledge and skills that are acquired through practical application of theoretical principles. The fine arts professional degree programs were selected as the focal curriculum structures. Based on the literature review it was expected that specific environmental forces, such as the renewed national interest in general education, would emerge as influences affecting curriculum design processes in the fine arts. Recent theoretical studies on emerging curricula structures also indicated a prevalence of systems perspectives where curriculum design processes focus on environmental influences that are precipitating a redefinition of program structures. It was anticipated by the researcher that a reexamination of curriculum design processes would reveal a responsiveness to specific forces identified in the theory as both internal and external environmental considerations. The research approach was primarily observational, utilizing parametric estimates and analyses. Particular data gathered were periodically subjected to inferential analysis. The researcher found that a majority of the fine arts curriculum planners contacted for this study were involved in curriculum review and revision of the professional baccalaureate degree programs. It was also revealed from results of the study that curriculum design influences were primarily institutional/internally motivated although current theoretical literature on curriculum design processes indicated that systems perspectives dominated these processes. Finally, it was discovered that fine arts alumni from professional baccalaureate degree programs favor traditional general/liberal curricular structures in higher education.
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