Thesis (M.Ed.)--University of Hong Kong, 1986. / Includes bibliographical references (leaf 33-36). Also available in print.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 203-212).

Thesis (M. Ed.)--University of Hong Kong, 1986. / Includes bibliographical references (leaf 33-36).

Made available in DSpace on 2016-04-28T18:22:57Z (GMT). No. of bitstreams: 1 Christine Sant anna de Almeida.pdf: 1573950 bytes, checksum: cae08925f01790b1697b9ba2461c0524 (MD5) Previous issue date: 2014-12-08 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The present research, a qualitative one, characterized as a case study (STAKE, 1995; YIN, 2010), aimed to identify the teacher education needs (SILVA, 2000; DI GIORGI et al., 2010; SANTANA, 2010) of the in-service English teachers from the public municipal schools of Vitória, ES, in order to examine to what extent the continuing education process offered by the institution meets the needs of those teachers. For that purpose, a needs analysis was conducted with the teachers (BARBIER; LESNE, 1977; HUTCHINSON; WATERS, 1987; DUDLEY-EVANS; ST. JOHN, 1998; RODRIGUES; ESTEVES, 1993; GALINDO; INFORSATO, 2008), making use of a questionnaire with the teachers and interviews with the managers. The results revealed that the continuing education process offered does not meet the needs of the teachers and motivated the elaboration, with the purpose of illustration, of a suggestive script of in-service education activities. The script meets the requirements and guidelines of governing documents (BRASIL, 1996a, 1998b, 1998c, 2002a; VITÓRIA, 2004a, 2004b, 2007), the scholars´ suggestions as desirable for the continuing education of teachers of English (BROWN, 2001; CELANI, 2001; KUMARAVADIVELU, 2011), as well as the needs expressed by the teachers / O presente trabalho, uma pesquisa qualitativa caracterizada como um estudo de caso (STAKE, 1995; YIN, 2010), teve como objetivo identificar as necessidades formativas dos professores de Língua Inglesa em exercício na rede municipal pública de ensino de Vitória, ES, com o propósito de examinar em que medida o processo formativo oferecido por essa instituição atende às necessidades dos docentes. Para tanto, conduziu uma análise de necessidades com esses professores (BARBIER; LESNE, 1977; HUTCHINSON; WATERS, 1987; DUDLEY-EVANS; ST. JOHN, 1998; RODRIGUES; ESTEVES, 1993; GALINDO; INFORSATO, 2008), fazendo uso de questionário com os docentes e realizando entrevistas com os gestores. Os resultados revelaram que o processo formativo oferecido não atende às necessidades dos professores. Os resultados motivaram a elaboração, a título de ilustração, de um roteiro sugestivo de ações formativas. Tal roteiro atende às exigências e preceitos de documentos diretivos (BRASIL, 1996, 1998a, 1998b, 2002a; VITÓRIA, 2004a, 2004b, 2007) e vai ao encontro do que os estudiosos da área sugerem como desejável para a formação contínua de professores de Língua Inglesa (BROWN, 2001; CELANI, 2001; KUMARAVADIVELU, 2011) e das necessidades manifestadas pelos professores pesquisados

This study aimed to investigate in what ways a group of Swedish teachers and students of English at upper secondary school can provide and maintain motivation for learning English when required to transfer their teaching from the physical classroom to online mode. Two questionnaires were answered by 46 upper secondary school students and eight English teachers. The questionnaires were supplemented with separate interviews in which six students and two teachers participated. The questionnaires were analysed using Braun and Clarke’s thematic analysis model (2006), while the data resulting from the interviews was analysed through a phenomenological approach inspired by Amedeo Giorgi’s four-phase phenomenological method described in Phenomenology and Psychology Research (1985). The result of the study showed that students are motivated to learn English if they have a functioning relationship with their teacher, if they have friends who motivate them, and if lessons vary in format. However, when transferred to online mode, motivation was difficult to sustain. The students’ primary source of motivation, in the form of physical- and social connections was lost. Both students and teachers experienced online education as time-consuming.

No description available.

The question of how to teach English grammar has been a pervasive one for a long time, but the topic has scarcely been the subject of contemporary research in a Swedish context. This study aims to gather insights related to the beliefs and pedagogical practises of a small sample of English teachers in the Swedish school system. For example, insights such as whether the teachers indicate a preference towards Inductive or Deductive instruction of grammar and how they tend to approach the teaching of English grammatical patterns. Because of the nature of this goal, this study necessitates the utilization of previous research and frameworks created in the fields of both pedagogy and linguistics, respectively. Without either field, this study could not be conducted, as both fields are vital in understanding the teaching of grammar.  The corpus this study utilized was transcribed from four 18-35 minutes long semi-structured interviews with upper secondary school teachers of English. These interviews were transcribed manually, and they were analysed and categorized using a mix of both the Inductive and Deductive approach of analysing interviews. The results found no overarching preference between Inductive and Deductive grammar teaching among the four teachers, and three out of the four indicated the utilization of both. The teacher who did not indicate this always preferred to teach grammatical structures explicitly. Communication was seen as important by all of the teachers, but only two of the participants indicated the usage of Communicative Language Teaching. The remaining two teachers indicated a preference towards either Task-Based Language Teaching or the Grammar-Translation approach. This variety among the teachers of the study reflected previous research conducted on the topic.

Academic achievement in the context of the school necessarily involves a whole range of factors. The education system and schools in particular, have assumed the primacy of cognitive attributions in the learner over that of any other factors in the shaping and honing of individual academic achievement. However, the literature revealed that the learning process within the school environment feeds on a plethora of explanations for academic success or otherwise. Much work by researchers has focused on factors other than the cognitive, in an attempt to explain good or weak academic achievement. Certainly the separation of the cognitive from the affective in terms of achievement is impractical, as revealed by the literature. However the literature also contradicts received wisdom which suggests the omniscience of the cognitive as an explanatory tool for academic performance. This investigation focused on factors other than the cognitive in order to seek reasons for academic success. Three important affective factors were selected from the literature in order to ascertain whether these factors played a role in academic achievement or indeed if there was a relationship between these factors and scholastic success or otherwise. An empirical investigation was conducted which consisted primarily of a questionnaire for form four students in English classes. The questionnaire consisted of four sections with a total of 81 items. It was completed by 271 students attending five schools in Mutare Zimbabwe. Statistical analyses revealed that the affective factors attitudes towards English, self-concepts of academic ability and student perceptions of their teachers of English correlated significantly. The analyses also revealed that the selected factors took up 33% of the variance and that within that 33% the area in which students lived was the most important factor contributing to academic achievement whilst I.Q. and student self-concept of academic ability followed closely. The results of the literature study and the empirical investigation demonstrated that there are factors other than the cognitive which are important in terms of academic success in school As a result recommendations were made regarding school based programmes where the aim is to enhance affective factors and therefore achievement. / Educational Studies / D.Ed. (Psychology of Education)

Teachers of English language learners (ELLs) are often ill prepared to provide content area instruction tailored to their students' needs. This explanatory mixed method study examined the relationship between 15 ELL teachers' multicultural attitudes and use of sheltered instruction (SI). The purpose of the study was to ascertain whether teachers' multicultural attitudes influenced their use of SI. Data were gathered using a Demographic Questionnaire, Multicultural Efficacy Scale (MES), Classroom Instruction Questionnaire, and semi-structured interviews. A correlational analysis found no statistically significant relationship (i.e., r = -.34; p = .22) between participants' scores on SI observations and the MES. A correlational estimate for the four highest SI scorers indicated a relationship between the two sets of scores (i.e., r = .75; p = .25). Qualitative data did not indicate any patterns that might distinguish the high and low SIOP scorers; however, Aptitude Measurement Interaction may explain the different correlational results.

Made available in DSpace on 2016-04-28T18:23:30Z (GMT). No. of bitstreams: 1 cynthia.pdf: 1882502 bytes, checksum: be49b45b44ab26525849f09e83393cbf (MD5) Previous issue date: 2007-05-29 / This research aims at investigating the digital literacy via Internet through the construction of the pedagogical and technological knowledge of in-service teachers of English in order to use the computer in the classroom. It was done through the development of an online course, which aimed at discussing the theoretical aspects of including the computer in their pedagogical practice; developing the teachers skills in terms of the handling of the software Word, Paint and PowerPoint, as well as the creation and upload of WebPages; and, making use of the software, as well as the Internet, as a pedagogical resource in the classroom. It was done through a reflexive process based on each participants individual contexts. The chosen methodological approach was the case study. The participants were five in-service teachers of English, teaching in various educational contexts. They took part in an online course of teacher training, focusing digital literacy. Besides the student-teachers, the researcher of this investigation took part as the tutor of the course. The data analysis searched for digital literacy in relation to the use of the Internet and computer software and in the use of the computer as a pedagogical resource. To be able to verify the development of the digital literacy in the course, the researcher developed three scales aiming at measuring the initial and final literacy of each participant. The scales developed were: Internet Literacy, Software Literacy and Pedagogical Use of Computing Resources. The results showed that the participants were successful in their effort to become digital literate in the Internet, software and pedagogical use of computing resources. The perceived processes were collaborative learning and interaction among peers (student-student, student-tutor-student) together with a reflexive and critical behavior. The results also showed that a theoretical-practical course was very important, since it allowed the theoretical aspects being discussed to be immediately applied. Moreover, the straight application of the principles discussed in the teachers personal educational contexts allowed the experience to become more significative. The participants greater exposition and familiarization with the computer allowed them to become less frightened of the resource, more confident in using it, as well as to lose the impotency feeling when facing this resource, previously seen as resource to be used only by computer experts. Consequently, this greater familiarization led to the first steps in both the search for innovation in the teaching-learning process and the change of the participants educational paradigm / Este trabalho tem por objetivo investigar o letramento digital via Internet na construção do conhecimento tecnológico e pedagógico do professor de inglês em serviço para a inserção da tecnologia computador na sala de aula, partindo de um curso on-line, por mim elaborado, que visava discutir aspectos teóricos da inserção do computador no fazer pedagógico; capacitar os professores no manuseio dos programas Word, Paint e PowerPoint, além de criação e publicação de WebPages; e, utilizar esses programas, bem como a Internet, como recursos pedagógicos em sala de aula, focando, através de um processo reflexivo, o contexto específico de cada participante. A abordagem metodológica escolhida foi o estudo de caso. As participantes são cinco professoras de inglês em serviço, ministrando aulas em contextos educacionais diversos, que participaram como alunas do curso on-line de formação de professores, focado no letramento digital. Além das participantes-alunas, a pesquisadora do presente trabalho também participou do curso como professora. A análise de dados buscou investigar o letramento digital em relação à utilização da Internet e dos programas de computador e em relação à aplicação do computador como recurso pedagógico. Para permitir a verificação do desenvolvimento do letramento digital no curso, três escalas visando mensurar o nível de letramento inicial e final de cada participante foram desenvolvidas: escala Letramento na Internet, escala Letramento em Programas e escala Aplicação Pedagógica dos Recursos Computacionais. Os resultados obtidos no curso indicam que houve letramento digital das participantes tanto em termos de Internet e programas, como, em relação à aplicação pedagógica dos recursos computacionais. Os processos percebidos foram a aprendizagem colaborativa e a interação entre os pares aluno-aluno, alunoprofessor- aluno, permeadas por uma postura reflexiva e crítica das participantes. Os resultados também mostraram que um curso teórico-prático revelou-se muito importante para que os aspectos teóricos discutidos fossem colocados em prática prontamente, consolidando-os. Associado a isso, a aplicação direta nos contextos educacionais de cada professor permitiu que a experiência fosse mais significativa. Além disso, a maior exposição e familiarização das participantes com o computador permitiram que elas perdessem o receio que tinham da ferramenta, perdessem a insegurança em utilizá-lo e perdessem a sensação de impotência perante um recurso visto anteriormente apenas passível de ser usado por iniciados em computação. Conseqüentemente, essa maior familiarização abriu portas para os primeiros passos na busca da inovação no processo ensino-aprendizagem, e na mudança do paradigma educacional em que as participantes estão inseridas