Global ETD Search

1	Improving Problem-Solving Techniques for Students in Low-Performing Schools HOBBS, ROBERT MAURICE January 2012 (has links) Teachers can use culturally relevant pedagogical strategies and technologies as emerging tools to improve students' problem-solving skills. The purpose of this study was to investigate and assess the effectiveness of culturally specific computer-based instructional tasks on ninth-grade African American mathematics students. This study tried to determine if problem-solving skills and overall mathematical achievement and attitude could be improved using these computer-based tasks. A culturally specific, computer-based mathematics assessment (CD-ROM) and the National Assessment of Educational Progress (NAEP) assessment were used to measure student growth in mathematical problem solving. The Modified Fennema-Sherman Attitude Scales (MFSAS) were used to measure mathematics attitude. To determine whether or not the study was practical, an initial study was conducted (Study I) to see if pre- and post-tests would accurately forecast student performance. There were three groups for Study I. The two treatment groups worked in the computer lab on a Cognitive Tutor program to improve skills in Algebra 1. They were also exposed to word problems that were based on culturally specific themes. The control group had no exposure to the computer lab or word problems with culturally specific themes. Only one significant difference occurred in Study I. One of the treatment groups' data results declined significantly on the CD-ROM. In spite of this, the group revealed a slightly more favorable attitude towards mathematics than the other two groups. This treatment group also demonstrated the largest increase in NAEP pre- and post-test data results. For Study II there were two groups. The treatment group worked on a Google Maps project where students mapped different coordinates within their neighborhoods and plotted the results. The control group received computer lab instruction similar to the treatment group but did not work on Google Maps. When scores of the control and treatment groups on the CD-ROM assessment, NAEP assessment, and MFSAS survey were compared using a pre-test/post-test design in Study II, only one significant difference occurred. The control groups' CD-ROM scores resulted in nearly a 50% decline. A correlation analysis in Study II revealed that there were weak relationships between most of the measures, suggesting scores on each measure were unrelated. / CITE/Mathematics and Science Education Education, Mathematics Educational Technology Multicultural Education Computers and Mathematics Culturally Relevant Specific Pedagogy Teacher as Facilitator Technology and Math Education
2	Fasilitering van leer in kommunikatiewe T²-Afrikaanstaalonderrig Dilrajh, Kamla Moonsamy 06 1900 (has links) Summaries in Afrikaans and English / In die studie is daar gepoog om aan te toon waarom die ondervindingsmod~l vir taalleer die aangewese model vir effektiewe tweedetaalleer is. Die kommunikatiewe onderrigbenaderingswyse, onderhandeling in die klaskamer en die belangrikheid van die prosessillabus in tweedetaalverwerwing is bespreek. Die taalonderwyser se rot as fasiliteerder van leer in kommunikatiewe FAfrikaanstaalonderrig in die interaktiewe klaskamer met klem op leerdergesentreerde onderrig is uiteengesit. Daar is verder aangetoon dat daar ten opsigte van die rot van die onderwyser 'n paradigmatiese verskuiwing moet plaasvind, veral noudat beginsels van uitkomsgebaseerde onderrig wat deel van kurrikulum 2005 vorm, in 1998/1999 in aile Suid-Afrikaanse skole ingestel is. Die onderwyser is nou 'n fasiliteerder van kennis, nie 'n oordraer daarvan nie. Belangrike aspekte van leer wat leerders se tweedetaalleer be'invloed, is bespreek, byvoorbeeld klaskamerkommunikasie, fasilitering, suggestopedia, faktore wat begrip van leerstof be'invloed, onderwyser - en leerdergedragswyses, positiewe /eeratmosfeer, behandeling van leerderfoute, Jeerderpersepsies, kommunikatiewe strategiee en evalueringsmetodes. 'n Verskeidenheid taallesse wat op T2-Afrikaans en die T2-taalklaskamer betrekking het, en wat verskillende onderrigteoriee, uitkomsgebaseerde onderrig en die ses taalvaardighede integreer, word in hoofstuk 5 ge'illustreer. / In this study it is shown why the discovery model of language learning is the appropriate model for effective language learning. The communicative teaching approach, classroom-negotiation and the importance of the process syllabus in second language acquisition is discussed. The language teacher's role as facilitator of learning, in communicative L2 - Afrikaans language teaching in the interactive classroom with a learner-centered focus is explained. It is further shown that the role of the teacher must undergo a paradigm shift especially now that principles of outcomes based education which forms part of curriculum 2005 has been introduced into all schools in South Africa in 1998/1999. The teacher is now a facilitator of knowledge and not a transmitter thereof. Important aspects of learning that influence learners' second language learning are discussed, for example classroom communication, facilitation, suggestopedia, factors that influence the understanding of subject matter, teacher and learner behaviours, positive learning atmosphere, treatment of Ieamer errors, learner perceptions, communicative strategies and methods of evaluation. A variety of language lessons which integrate various teaching theories, outcomes based education and the six language learning skills which are related to L 2-Afrikaans and the L 2-classroom are illustrated in Chapter 5. / Afrikaans and Theory of Literature / M.A. (Afrikaans) Discovery model of language learning Second language learning Commnicative approach Negotiation Process syllabus Second language acquisition Language teacher as facilitator L 2-Afrikaans language teaching L 2 - language classroom Learner-centered focus Outcomes based education Classroom communication Facilitation Suggestopedia Understanding of subject matter Teacher and learner behaviours Communicative strategies Methods of evaluation Kommunikatiewe benadering afafTweedetaalverwerwing Ondervindingsmodel van taalleer Tweedetaalleer Onderhandeing Prosessillabus Taalonderwyser as fasiliteerder P-Afrikaanstaalonderrig T2-taalklaskamer Leerdergesentreerde fokus Uitkomsgebaseerde onderrig Klaskamerkommunikasie Fasilitering Suggestopedia Begrip van leerstof Onderwyser- en leerdergedragswyses Kommunikatiewe strategiee Evalueringsmetodes 439.36800712 Second language acquisition Interdisciplinary approach in education Communicative competence Teacher-student relationships
3	Fasilitering van leer in kommunikatiewe T²-Afrikaanstaalonderrig Dilrajh, Kamla Moonsamy 06 1900 (has links) Summaries in Afrikaans and English / In die studie is daar gepoog om aan te toon waarom die ondervindingsmod~l vir taalleer die aangewese model vir effektiewe tweedetaalleer is. Die kommunikatiewe onderrigbenaderingswyse, onderhandeling in die klaskamer en die belangrikheid van die prosessillabus in tweedetaalverwerwing is bespreek. Die taalonderwyser se rot as fasiliteerder van leer in kommunikatiewe FAfrikaanstaalonderrig in die interaktiewe klaskamer met klem op leerdergesentreerde onderrig is uiteengesit. Daar is verder aangetoon dat daar ten opsigte van die rot van die onderwyser 'n paradigmatiese verskuiwing moet plaasvind, veral noudat beginsels van uitkomsgebaseerde onderrig wat deel van kurrikulum 2005 vorm, in 1998/1999 in aile Suid-Afrikaanse skole ingestel is. Die onderwyser is nou 'n fasiliteerder van kennis, nie 'n oordraer daarvan nie. Belangrike aspekte van leer wat leerders se tweedetaalleer be'invloed, is bespreek, byvoorbeeld klaskamerkommunikasie, fasilitering, suggestopedia, faktore wat begrip van leerstof be'invloed, onderwyser - en leerdergedragswyses, positiewe /eeratmosfeer, behandeling van leerderfoute, Jeerderpersepsies, kommunikatiewe strategiee en evalueringsmetodes. 'n Verskeidenheid taallesse wat op T2-Afrikaans en die T2-taalklaskamer betrekking het, en wat verskillende onderrigteoriee, uitkomsgebaseerde onderrig en die ses taalvaardighede integreer, word in hoofstuk 5 ge'illustreer. / In this study it is shown why the discovery model of language learning is the appropriate model for effective language learning. The communicative teaching approach, classroom-negotiation and the importance of the process syllabus in second language acquisition is discussed. The language teacher's role as facilitator of learning, in communicative L2 - Afrikaans language teaching in the interactive classroom with a learner-centered focus is explained. It is further shown that the role of the teacher must undergo a paradigm shift especially now that principles of outcomes based education which forms part of curriculum 2005 has been introduced into all schools in South Africa in 1998/1999. The teacher is now a facilitator of knowledge and not a transmitter thereof. Important aspects of learning that influence learners' second language learning are discussed, for example classroom communication, facilitation, suggestopedia, factors that influence the understanding of subject matter, teacher and learner behaviours, positive learning atmosphere, treatment of Ieamer errors, learner perceptions, communicative strategies and methods of evaluation. A variety of language lessons which integrate various teaching theories, outcomes based education and the six language learning skills which are related to L 2-Afrikaans and the L 2-classroom are illustrated in Chapter 5. / Afrikaans and Theory of Literature / M.A. (Afrikaans) Discovery model of language learning Second language learning Commnicative approach Negotiation Process syllabus Second language acquisition Language teacher as facilitator L 2-Afrikaans language teaching L 2 - language classroom Learner-centered focus Outcomes based education Classroom communication Facilitation Suggestopedia Understanding of subject matter Teacher and learner behaviours Communicative strategies Methods of evaluation Kommunikatiewe benadering Tweedetaalverwerwing Ondervindingsmodel van taalleer Tweedetaalleer Onderhandeling Prosessillabus Taalonderwyser as fasiliteerder T2-Afrikaanstaalonderrig T2-taalklaskamer Leerdergesentreerde fokus Uitkomsgebaseerde onderrig Klaskamerkommunikasie Fasilitering Suggestopedia Begrip van leerstof Onderwyser- en leerdergedragswyses Kommunikatiewe strategiee Evalueringsmetodes 439.36800712 Second language acquisition Interdisciplinary approach in education Communicative competence Teacher-student relationships

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