This study investigated whether East Asian learners of English (n=8) studying in the US acquired more accurate intonation patterns (compared to native-speaker norms) after receiving five weeks of tutoring focusing on four basic intonation patterns (definite statements, wh-questions, yes/no questions, and tag questions) and using oral reading as the primary practice technique. The study also assessed the students' affective reaction to the teaching method through interviews. The study found that the learners significantly improved their intonational accuracy (based on the judgments of three native speakers who listened to single-sentence recordings [n=868] from questionnaires, exit interviews, and pre- and post-tests) and that they were generally amenable to the teaching technique.

This study explores the whys and wherefores of the communication difficulties experienced by Tunisian secondary school learners of English as a foreign language, and aims at offering ways out of the issue.It has been demonstrated that the issue proceeds broadly from the woeful dearth of exposure to and practice of the language and certain inadequacies of the teaching methodology.English seems to be learned as a mere curricular discipline, in that students have only a few weekly sessions confined solely to a classroom setting.The inadequacies of the teaching methodology are manifest in a number of aspects. The use of the mother tongue in EFL classes has proved to generate more harm than good. In the very framework, it has also been revealed that Communicative Language Teaching (CLT) has not been at the level of the expected outcome. Two CLT principal principles, focus on meaning to the detriment of form, and prioritizing oral fluency over written proficiency, as well as certain constraints, mainly the severe lack of instructional materials and large classes have intervened with its successful implementation in EFL classes. An added factor related to teaching methodology is the quasi‐absence of theoretical teaching as a prerequisite for the success of specific learning activities.Accordingly, exposing learners profusely to English in various ways inside and outside the classroom, adopting an only‐English eclectic approach to teaching the language, and combining theoretical instruction with practical teaching can considerably contribute to surmounting the students' learning difficulties, and hence to the achievement of their communicative competence.

Classroom management in the context of under-resourced classrooms and mixed-ability classes is an issue that is under-researched in South Africa where most public schools are under-resourced and have mixed-ability classes. My interest in undertaking a study on managing the mixed-ability classroom is based on my experience as an educator in Africa, where I have had to manage classes of learners with mixed abilities. The literature about classroom management shows that there are different management styles available to the classroom teacher who is faced with managing learners of different abilities. Three common styles are the democratic management style, the autocratic management style and the laissezfaire management style. Thus, the main research question for this study is: How do teachers in underresourced South African schools manage their mixed-ability classes? A subsidiary question is: What management styles do classroom teachers employ to manage their classes? Ginott’s theory of congruent communication was used together with the democratic, autocratic and laissez-faire styles as the theoretical framework to interpret two case studies of teachers and how they manage their classrooms at one school in the Pinetown area of KwaZulu-Natal. Using two methods, interview and observation, the findings reveal that teachers in under-resourced public schools mostly make use of a democratic management style in the classroom. This is because it encourages inclusivity of all learners irrespective of their ability. Sometimes classroom conditions lead teachers to employ an autocratic management style. Order and discipline in the class is the rationale for the supplementary autocratic style. The study concludes that the democratic style of management is better suited than an autocratic style to under-resourced classroom conditions, which are populated with many mixed-ability learners having special needs, this is because it is more in line with South Africa’s policy on inclusive education. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2009.

There are various factors that accounting educators should consider when involved in accounting education. These include: A continuous changing business environment; A new generation of learners studying at universities; A lack of skills among learners; Accounting educators resisting changes in accounting education; and The requirements for continuing professional education. From the literature it seems that much research has been done in the field of accounting education, but that it did not find practical application in the classroom. It is therefore necessary to think creatively in order to find practical solutions for the challenges facing both lecturers and facilitators. In the study the following elements of the teaching-learning environment were identified: Learners; The lecturer/facilitator; The milieu; The subject content (including technical content and competencies); and the Teaching methodology. Each of these elements were investigated during the research in order to identify factors from literature that could be included in an improved teaching plan. As part of the plan (methodology) a board game "Commercium™" was developed to meet the requirements of the teaching-learning environment. The board game was evaluated by first year learners at the Potchefstroom Campus of the North-West University. The evaluation proved to be very positive. The learners indicated that technical skills, understanding of the roles of the accountant, soft skills as well as knowledge of the subject content improved as a result. What should especially be noted is their positive reaction due to the fact that the game simulated the business environment and linked theory to practice. They also enjoyed the social and group work aspects of the assignment. The learners further had a general positive attitude towards the game. The highest evaluated positive experiences were described as good, exciting and fresh. On the negative side words such as unhappy, uncomfortable and tensed were recorded. The learners were thus required to move outside their comfort zones. Learners were also required to summarise the project in one word. Two thirds of the remarks were positive, with the number one remark being the word "interesting". The largest negative comment was that the project was confusing at the start. This could, however, be addressed in future projects. In conclusion it can thus be said the Commercium™ game meets the requirements of an effective teaching-learning environment by providing an effective teaching methodology. Lecturers now have an empirically proven effective teaching tool for introductory accounting, based on research of the requirements of the teaching-learning environment. / Thesis (Ph.D. (Accounting))--North-West University, Potchefstroom Campus, 2007.

The study was conducted to investigate whether the use of a wider range of teaching methods can improve the quality of environmental learning in five Zambian primary schools. Nine teachers from five schools were involved in the preliminary stage of answering of questionnaires, interviews and focus group discussions about the use of dominant teaching methods and new teaching methods; while only four were involved in the observations of four lessons. The study is a contribution to the on‐going debate on the investigation of whether teaching methods used by teachers can be one of the factors that can influence the quality of education. Definitions of quality and educational quality in particular, are not easy to establish and no agreed upon framework for educational quality exists at present. This study reviews the debates on educational quality, and identifies three major paradigms or discourses on educational quality; and considers the human rights, social justice and capabilities approaches and educational quality frameworks as being relevant to environmental learning and education for sustainable development in the Southern African Development Community context. This, together with a review of research on teaching methods in environmental education, provides the theoretical framework for this study. Using action research and an interpretative methodological framework, a series of research activities were undertaken to generate research data because the study was investigating the teachers’ practice with a view to probe change and to analyse the findings. Nine teachers participated in the preliminary stage of answering questionnaires and focus group interviews reflecting on existing teaching methods. In stage two of this study, teachers went through a planning workshop during which they planned lessons using new preferred teaching methods. The third stage was lesson observations of planned lessons. The final stage was the reflection workshop during which the teachers shared their experiences with the use of new teaching methods. The teaching practices of teachers using the new teaching methods were the subject of further analysis. In order to find out how the use of a wide range of teaching methods can improve quality of environmental learning in primary schools nine teachers were observed teaching lessons with new teaching methods. The Nikel and Lowe (2010) fabric of dimensions of educational quality was adapted and used to find out if teachers included dimensions of quality in the teaching process. Additional socio‐cultural and structural quality dimensions, identified through a review of southern African research, were used to find out if teachers included contextualized regional dimensions of educational quality. This was done to investigate whether the process of teaching and learning was relevant to the learners. Teachers involved in the research reflected that when they used a wider range of teaching methods the result was that the learning opportunities for learners were enhanced and that the methods added value to their teaching, improving the quality of their teaching. The use of a wider range of teaching methods showed the presence of several indicators of dimensions of educational quality, as reflected in the quality analysis tool. Teachers indicated that the use of a wider range of teaching methods led them to include the socio‐cultural dimensions such as the use of local languages and structural dimensions such as informal seating arrangements or group work that they would otherwise neglect if they used the traditional narrow range of teaching methods. A wider range of teaching methods provided learners with an enjoyable learning atmosphere during the lesson. The research also identified that this study can be taken further through broader observations, and that the educational quality dimensions tool is useful for different levels of the education system, and that it has potentially productive uses in teacher education, particularly for observations during teaching practice.

The study was an investigation into the teaching decisions that mathematics teachers make over time. I view a mathematics classroom as a didactical system of teacher, learners and content within an educational institution, where content is the material that brings teachers and learners together. Within such a system I view the teacher's role as making content available to learners. Prior research has often investigated the teacher's role by comparing teaching practices nationally or internationally, but these comparisons have tended to use the lesson as the unit of analysis. I propose that how teachers make content available can change over the course of a series of lessons and so my study used the lesson series as the unit of analysis. I purposefully designed the study so that it involved four cases, which allowed me to explore the role of the teacher and the topic in how content was made available. To investigate how teachers made content available to learners in each case, I developed an analytical approach from which I could study the modes of teacher interaction that featured across the lesson series, the forms of mathematical content made available and the sequencing of these forms. Attending to forms of content - rather than content itself - allowed for comparison of teaching of different topics. This original analytical approach represents a contribution to both mathematics education and mixed methods research. Within this small sample of cases, quantifiable differences were identified in how content was made available between classwork and seatwork, from lesson to lesson and between cases. Between-case differences in the nature of teaching 'between-the-desks' during seatwork were also identified. These differences illuminated teaching decisions to which teachers and classroom researchers may not routinely attend. The findings therefore contribute - and identify additional lines of enquiry that might contribute further - to a more extensive understanding of teaching practices.

Submitted by Diego Lopes De Campos null (campos_006@yahoo.com.br) on 2016-04-15T21:09:23Z No. of bitstreams: 1 Dissertação_FINAL_DIEGO_DEFESA_FINAL-FINAL.pdf: 1889143 bytes, checksum: f84ff6516e70cbc37512ef80b1774dfa (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-04-18T17:43:51Z (GMT) No. of bitstreams: 1 campos_dl_me_fran.pdf: 1889143 bytes, checksum: f84ff6516e70cbc37512ef80b1774dfa (MD5) / Made available in DSpace on 2016-04-18T17:43:51Z (GMT). No. of bitstreams: 1 campos_dl_me_fran.pdf: 1889143 bytes, checksum: f84ff6516e70cbc37512ef80b1774dfa (MD5) Previous issue date: 2016-02-23 / O Currículo oficial do Estado de São Paulo (2012) é política pública que orienta e materializa as ações do governo paulista no que diz respeito às diretrizes educacionais de sua rede pública de ensino. O presente trabalho analisa o Currículo do Estado de São Paulo a fim de avaliar se as suas diretrizes textualmente inseridas do documento curricular, referente ao ensino de História, materializam-se nas ferramentas pedagógicas de implantação dessa política pública, frente às instituições escolares paulistas de educação básica, a saber: os cadernos do professor, do aluno e do gestor. Posto isso, pretende-se a construção de um referencial metodológico de ensino de História, frente aos dilemas e impasses vividos pelo professor da rede pública paulista, uma vez que as reflexões acerca de tal documento, referente ao ensino de História, demonstram um discurso descolado entre a prática de ensino e as diretrizes propostas em seu “currículo em ação”, para um processo educacional que diz preconizar a construção crítica e cidadã do aluno. / The official curriculum of the state of São Paulo (2012) is a public policy that guides and materializes the actions of the state government concerning the educational guidelines of the public school system. This paper analyzes the curriculum of the state of São Paulo aiming at evaluating if its written inserted guidelines from the curriculum documents, regarding History teaching, materialize in the pedagogical tools of implementation of this public policy related to the basic education schools regarding the teacher’s and mentor’s manuals and the students’ notebooks. Therefore, we intend to create a methodological framework on History teaching regarding the dilemmas and impasses experienced by the teachers of the public school system on account that these reflections about such document, regarding the History teaching, demonstrate a disconnected speech between the teaching methodology and the proposed guidelines in its “curriculum in action” towards an educational process which is said to profess the critic construction and citizenship of the student.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Promote the interest of students to the scientific knowledge does not make sense, if there is no correlation between what is taught in school with life and the student's context. In the teaching of Biology, the theme heredity is among the first topics of the program of Genetics for high school. The use of graphics, such as pedigrees, permeates different content of human heritage. However, this teaching resource can not only teach specific concepts and procedures of Genetics, but also promote knowledge of the socio-historical and cultural context of the students. Also, deserves to be optimized to awaken critical and scientific attitudes in the earliest school years and not only in the high school. Thus, this research aimed to investigate how the pedigrees of the families of students can contribute to the teaching and learning of heredity and social-historical and cultural context at different levels and types of education of basic education. A qualitative and qualitative-quantitative approach was used. It is used as a data collection instrument, teaching materials produced by students that were interpreted by content analysis. This research is presented in five chapters. The first four articles, accentuate the didactic potential of the study of the inheritance patterns at different levels and types of basic education: the early years of elementary school, high school and youth and adult education. The didactic proposal is presented as a possibility to qualify the teaching and learning of Natural Sciences for the initial years. The results show that the pedigrees act as catalysts of contextualized and interdisciplinary educational activities in different educational contexts. These resources are capable of causing different knowledge about science and the reality to be studied and may be proposed for different levels and types of education, depending of the focus and conceptual reach. The survey also signals the misuse, in some books and teaching resources, for the pedigree term as synonymous of genealogy, as well as the analogy sometimes controversial to build family trees in the early years, to demonstrate the pedigree of students. This research could contribute to the reflection of teachers in the search for pedagogical proposals accessing knowledge of the school routine, interpreting them scientifically, and to enable greater security in the use of terminology and educational proposals, when working with data and family records. / Despertar o interesse dos estudantes para os conhecimentos científicos não faz sentido, se não houver a correlação do que é ensinado na escola com a vida e o contexto do aluno. No ensino de Biologia, o tema hereditariedade encontra-se entre os primeiros tópicos dos programas escolares em Genética para o ensino médio. O uso de gráficos, como heredogramas, perpassa e problematiza diferentes conteúdos de heranças humanas. No entanto, esse recurso de ensino e aprendizagem pode, além de ensinar conceitos e procedimentos específicos da Genética, desencadear conhecimentos do contexto histórico-social e cultural dos estudantes. Também merece ser otimizado para despertar atitudes críticas e científicas desde os primeiros anos escolares e não só ao final do ensino médio. Assim, nesta pesquisa, teve-se como objetivo investigar como os heredogramas das famílias dos estudantes podem contribuir no processo de ensino e aprendizagem da hereditariedade e do contexto histórico-social e cultural em diferentes níveis e modalidades de ensino da educação básica. Apresenta uma abordagem qualitativa e qualiquantitativa. Utiliza-se, como instrumento de coleta de dados, a análise documental de materiais didáticos, produzidos pelos estudantes que foram interpretados pela análise de conteúdo. Esta pesquisa se desdobra em cinco capítulos.Os quatro primeiros artigos, de modo geral, acentuam as potencialidades didáticas do estudo dos heredogramas nos diferentes níveis e modalidades da educação básica: dos anos iniciais do ensino fundamental, ensino médio e educação de jovens e adultos. A proposta didática se apresenta como uma possibilidade para qualificar o ensino e aprendizagem das Ciências da Natureza para os anos iniciais. Os resultados demonstram que os heredogramas atuaram como catalisadores de ações educativas contextualizadas e interdisciplinares nos diferentes contextos de ensino. São, dessa forma, recursos capazes de provocar diferentes conhecimentos acerca das ciências e da realidade em estudo e podem ser propostos para diferentes níveis e modalidades de ensino, dependendo do seu enfoque e abrangência conceitual. A pesquisa também sinaliza o uso indevido, em alguns livros e recursos didáticos, do termo heredograma, como sinônimo de genealogia, bem como a analogia, por vezes, controversa de se construir árvores genealógicas nos anos iniciais, para demonstrar o pedigree de um estudante. Esta pesquisa para o ensino de Ciências poderá contribuir para a reflexão dos docentes na busca de propostas pedagógicas que acessem conhecimentos do cotidiano escolar, interpretando-os cientificamente, bem como possibilitar uma maior segurança no uso de terminologias e propostas didáticas, quando se trabalha com dados e registros familiares.

Made available in DSpace on 2015-05-14T12:17:02Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 9290519 bytes, checksum: 319b78a0193fc49804520c03688622b0 (MD5) Previous issue date: 2012-03-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work has as main objective to analyze the possibilities of using Cordel as methodological-didactic instrument in the teaching of Geography. This literature, study object of this research, is presented as one of the richest expressions of popular culture. So being to be able to contextualize the teaching situations in the lessons of Geography and related disciplines. By bringing scientific knowledge of popular knowledge, the Cordel makes a bridge between academic knowledge and school knowledge. Geography presents to school, today, as a dynamic science and, therefore, bulit in space designed and lived. Assuming that poet of Cordel, here characterized as cordelista, expressed in its produccion characteristics of a knowledge bulit on cultural experiences and everyday, witch reveals the concepts of sociocultural reallity of particular place. The Northeast region, was defined as a spatial area of this research, as we seek to identify through a literature review and field research, the geographic content contained in these, they could effectively characterize this region in geography lessons. The character educational and informational contained in the cordeis can become a teaching resource and methodological able to facilitate the teaching-learning in basic education. This is already having is value recognized in higher education. However, with few exceptions, the basic education that is still largely untapped. To formulate the theoretical and methodological route of work that present, we try to show, the relationship between culture, popular and scientific knowledge, perspectives addressing the Critical an Cultural Geography and provoking a dialogue between the Academic and School Geographies. Seeking to highlight the potential of Cordel, we draw a historical and cultural panorama in Brazil and the Northeast of it. Making a correlation between it and informal education. Concluding our research process, we analyze some cordeis, trying to identify the character educational and the geographic contents about Northeast contained in these. We hope that this work can help future studies that aim to increase knowledge about the Cordel and its applicability as methodological-didactic instrument. / Este trabalho tem como objetivo principal, analisar as possibilidades da utilização do cordel como instrumento didático-metodológico no ensino de Geografia. O cordel objeto de estudo da presente pesquisa, apresenta-se como uma das mais ricas manifestações da cultura popular. Assim sendo, capaz de contextualizar as situações didáticas nas aulas de Geografia e disciplinas afins. Ao aproximar o conhecimento científico do conhecimento popular, o cordel faz uma ponte entre o saber acadêmico e o saber escolar. A Geografia apresenta-se para a escola, na atualidade como uma ciência dinâmica e, portanto, construída no espaço concebido e vivido. Partindo do pressuposto de que o poeta de cordel, aqui caracterizado como cordelista, expressa na sua produção características de um conhecimento construído nas experiências culturais e cotidianas, que nos revela as concepções da realidade sociocultural de um determinado lugar. A região Nordeste, foi delimitada como recorte espacial da presente pesquisa, à medida que buscamos identificar através de uma revisão bibliográfica e de uma pesquisa de campo, os conteúdos geográficos nestes contidos, que pudessem, efetivamente, caracterizar essa região nas aulas de Geografia. O caráter educacional e informacional contido nos cordéis pode vir a ser um recurso didático-metodológico capaz de facilitar o processo de ensino-aprendizagem, na educação básica. Este, já vem tendo o seu valor reconhecido no ensino superior. Entretanto, com algumas exceções, na educação básica este ainda é pouco aproveitado. Para formular o percurso teórico-metodológico do trabalho que ora apresentamos, procuramos mostrar a relação entre cultura, saber popular e científico abordando perspectivas da Geografia Crítica e Cultural e provocando um diálogo entre as Geografias Acadêmica e Escolar. Buscando evidenciar as potencialidades do cordel, traçamos um panorama histórico e cultural do mesmo no Brasil e no Nordeste. Fazendo uma correlação entre o mesmo e a educação informal. Concluindo nosso processo de pesquisa, analisamos alguns cordéis, procurando identificar o caráter educacional e os conteúdos geográficos sobre o Nordeste nestes contidos. Esperamos que este trabalho possa, ajudar futuras pesquisas que tenham por objetivo ampliar o conhecimento sobre o cordel e sua aplicabilidade como instrumento didático-metodológico.

Submitted by VANESSA PRADO BERALDO null (vannyprado@yahoo.com.br) on 2017-11-06T03:42:08Z No. of bitstreams: 2 DISSERTACAO_VANESSA_PAZ.docx: 24383067 bytes, checksum: bc7f401b9b922b10985ac5b66e10a30c (MD5) DISSERTACAO_VANESSA_PAZ.pdf: 10705862 bytes, checksum: e9d6e87604d8c29d83a0b383e91b79b7 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-11-13T13:46:04Z (GMT) No. of bitstreams: 1 paz_vpb_me_prud.pdf: 10595500 bytes, checksum: f200d8b0bc27076b36f6cd4adb9fa751 (MD5) / Made available in DSpace on 2017-11-13T13:46:04Z (GMT). No. of bitstreams: 1 paz_vpb_me_prud.pdf: 10595500 bytes, checksum: f200d8b0bc27076b36f6cd4adb9fa751 (MD5) Previous issue date: 2017-09-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O presente trabalho tem o objetivo de apresentar o Princípio Fundamental da Contagem (PFC) através da metodologia de Resolução de Problemas, dando ênfase na prática pedagógica com questões da Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP). Tendo como base essa concepção de ensino, elaboramos uma sequência didática que trouxe, dentro do tema da Análise Combinatória, o PFC, a qual aplicamos em uma sala do 6º ano do Ensino Fundamental – Anos Finais, na Escola Estadual “Parque das Nações”, localizada no munícipio de Bastos, interior de São Paulo. Tal sequência foi composta por questões da OBMEP adaptadas, levando em conta o fato de que elas contemplam os conteúdos, as competências e habilidades que fazem referência ao PFC e estão presentes no Currículo do Estado de São Paulo: Matemática e Suas Tecnologias (CESPMT) e nos Parâmetros Curriculares Nacionais (PCN). As atividades desenvolvidas apresentaram situações desafiadoras, eram contextualizadas de modo a se aproximar da realidade do aluno e permitir a utilização de materiais didáticos concretos, além de favorecer a socialização, o debate de ideias e o enriquecimento do currículo. No decorrer do trabalho prático, no que diz respeito ao PFC, verificamos que os alunos foram capazes de identificar as decisões que deveriam ser tomadas e traçar estratégias para resolver o problema. Além disso, eles também perceberam a importância da ordem em que essas decisões deveriam ser tomadas para tornar menos complexo o procedimento de resolução, começando sempre pela que apresenta mais restrições. Na avaliação dos resultados obtidos a partir da aplicação das atividades selecionadas, percebemos uma melhoria tanto na aprendizagem, quanto na motivação dos alunos, e que, portanto, é recomendável trabalhar, desde o início do Ensino Fundamental, com ênfase no PFC, por meio da Resolução de Problemas. / The present work has the objective of presenting the Fundamental Principle of Counting (FPC) through the Problem Solving methodology, emphasizing pedagogical practice with issues of the Brazilian Olympiad of Mathematics of Public Schools (OBMEP). Based on this conception of teaching, we elaborated a didactic sequence that brought, within the theme of Combinatorial Analysis, the FPC, which we apply in a room of the 6th year of elementary school - Final Years, at the "Parque das Nações" State School, located in the municipality of Bastos, in the interior of São Paulo. This sequence was made up of adapted OBMEP issues, taking into account the fact that they contemplate the contents, skills and abilities that refer to the FPC and are present in the São Paulo State Mathematics and Technology Technologies Curriculum and National Curricular Parameter. The activities developed presented challenging situations, were contextualized in order to approach the reality of the student and to allow the use of concrete didactic materials, besides favoring the socialization, the debate of ideas and the enrichment of the curriculum. In the course of the practical work, with regard to the FPC, we found that the students were able to identify the decisions that should be made and to devise strategies to solve the problem. In addition, they also realized the importance of the order in which these decisions should be made to make the resolution procedure less complex, always starting with the one with the most restrictions. In the evaluation of the results obtained from the application of the selected activities, we perceive an improvement both in the learning and the motivation of the students, and that, therefore, it is advisable to work, from the beginning of Elementary School, with emphasis in the FPC, through Troubleshooting. / CAPES: 5512101