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Indiana University-Purdue University Indianapolis (IUPUI) / Clinical simulation is an innovative teaching/learning strategy that supports the efforts of educators to prepare students for practice. Despite the positive implications of clinical simulations in nursing education, no empirical evidence exists to inform effective teaching in simulated learning environments. The purpose of this research is to create an instrument to measure effective teaching strategies in clinical simulation contexts. The conceptual framework for this study is the Nursing Education Simulation Framework. The Student Perception of Effective Teaching in Clinical Simulation (SPETCS) is a survey instrument scored on a 5-point Likert scale with two response scales: Extent and Importance. The Extent response scale measures participants’ perception of the extent to which the instructor used a particular teaching strategy during the simulation, and the Importance response scale measures perception of the degree of importance of the teaching strategy toward meeting simulation learning outcomes. A descriptive, quantitative, cross-sectional design was used. Evidence to support content validity was obtained via a panel of simulation experts (n = 7) which yielded a content validity index of .91. A convenience sample of undergraduate nursing students (n = 121) was used for psychometric analysis. Internal consistency reliability met hypothesized expectations for the Extent (α = .95) and Importance (α = .96) response scales. Temporal stability reliability results were mixed; correlations between administration times met expectations on the Importance scale (ICC = .67), but were lower than expected on the Extent scale (ICC = .52). Both response scales correlated within hypothesized parameters with two criterion instruments (p < .01). The Importance scale was selected for exploratory factor analysis (EFA). EFA revealed 2 factors: Learner Support and Real-World Application. The result of careful item and factor analysis was an easy to administer 33 item scale with 2 response scales. The SPETCS has evidence of reliability and validity and can serve as a tool for the assessment, evaluation, and feedback in the ongoing professional development of nurse educators who use clinical simulations in the teaching/learning process. In addition, results of this study can support the identification of best practices and teaching competencies in the clinical simulation environment.

The development of speaking fluency is a major goal for many EFL language learners and several researchers have proposed frameworks for fluency instruction based on theories of cognitive science. It is unclear however, whether EFL students with restricted opportunities to use English outside of language classrooms can benefit from fluency development activities. This main purpose of this study was to determine whether EFL students’ speaking fluency improved whilst participating in theoretically grounded fluency development activities. In addition, student use of formulaic language, participation in classroom activities, and repetition of previously used lexical items was examined in order to determine its relation to development in speaking fluency. 32 first-year Japanese university students from four intact discussion skills classes took part in the study, which was conducted over a period of 12 weeks. Data were collected by recording student performances in a variety of fluency development activities and interactive communicative tasks. There were four main questions investigated in this study. The first research question was focused on long-term fluency development by using multi-level modeling to determine whether gains were made in fluency measures in four 2-minute speaking monologue tests that were conducted at regular periods throughout the semester. Three in-class performance variables - the amount of repeated words, the amount of tokens spoken, and the amount of formulaic language spoken, and three individual difference variables—willingness to communicate, extraversion, and first language fluency were also examined to determine if they were related to any growth observed. The second research question looked at short-term fluency development across a time-pressured speaking activity and similarly used multi-level modeling with the same predictor variables. The third research question concerned the relationship of complexity and accuracy to the fluency measures derived from the monologue speaking tests. Finally, the fourth research question was an investigation of the relationship between the objective fluency measurements and subjective expert ratings. The results indicated that the participants made very small, but significant gains on their mean length of pause across the monologue speaking tests. While none of the predictor variables had a strong relationship with this development, post-hoc analyses suggested that other fluency measures and oral proficiency level could have covaried with this growth. There was also a small but significant improvement in the phonation/time ratio, however, none of the predictor variables appeared to covary with this development. No other significant relationships were found in the long-term fluency measures. For the short-term fluency measures, significant growth was seen across the three deliveries of the speaking activity. While several of the predictor variables, most prominently repetition and the number of tokens spoken, had a significant relationship with this growth, a closer examination revealed that the degree of covariance was extremely slight. The relationship among complexity, accuracy, and fluency also became more significantly correlated over time, suggesting that learners produced higher quality samples of language as the study progressed. Finally, the expert ratings had significant correlations with three of the five fluency measures, indicating that human raters were able to detect small differences in spoken fluency. The findings of this study show that fluency can develop in instructed foreign language settings, however, the role of practice and repetition might be more complex than has been suggested in the research literature. This study provides some insight into that complexity and suggests a number of directions that can be followed to understand more about fluency development. / Teaching & Learning

ChatGPT and generative AI technologies have infiltrated our learning spaces, and, as a result, schools may be changed forever. While some educators may seek to ban the use of chatbots, motivated by a fear of the rampant plagiarism the technology might invite, I, however, write this dissertation with the intent of finding uses for AI as a participant in the teaching and learning of literature in the secondary and post-secondary English classroom. In this dissertation, I examine a series of problems, issues, and ideas raised by AI, situated in specific relationalities among readers and literary texts (students, teachers, and myself functioning as my main sites of inquiry) by engaging in literature-based experiments. Through reflecting on my experiences and experimenting alongside teachers, students, and AI, I have found that the problems and opportunities introduced by AI are not-so-new: they’re a re-presentation of the familiar, repackaged and amplified. Though this dissertation has not lent itself to the discovery of a singular conclusion, I have found, rather, grounds for further experimentation and provocation. As I conclude this dissertation, I attempt to identify some ways that teachers of English can utilize AI not as a tool for providing knowledge and information for students, but to rather utilize it as a thought-provoking companion for the teaching of literature.

Thesis (MA)--Stellenbosch University, 2015 / ENGLISH ABSTRACT : The use of technology in teaching is often seen as a deus ex machina. Teachers and parents are quick to identify that the best way to improve teaching is the implementation of technology, by means of a Blended Learning approach. However, little thought is given to the practical considerations of this statement. Reflection on whether the Blended Learning approach can be implemented in the already established teaching practice or whether this necessitates a complete change in teaching methods rarely happens. This study aims to determine whether the incorporation of certain aspects of Blended Learning into an already existing teaching methodology results in a significant change in learners’ German performance. Grade 8 beginner German learners took part in this study during the third term of 2014. Two groups were identified: an experimental group and a control group. The experimental group did all homework assignments on the available online learning platform, Moodle, while the control group did homework assignments in the conventional way – on paper. At the end of the third term, learners’ examination results were compared to the results of the examination of the second term. The changes in the results of the two groups were compared to determine whether one group manifested a significantly greater change in results than the other. The outcome of the study is that incorporating only elements of a Blended Learning approach into an already existing teaching system, while keeping the methods of instruction constant and only changing the medium of homework delivery, does not have a significant influence on learners’ performance in German. / AFRIKAANSE OPSOMMING : Geen Afrikaanse opsomming beskikbaar nie. / rs201508

Thesis (MEdPsych)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Historical disadvantaged learners do not necessarily acquire the necessary skills that are essential for successful enrolling in a school in the primary educational environment. Certain factors in the problematic situation of the historical disadvantaged play an important role in the readiness of the child to learn. Due to the vicious circle of poverty, young children are caught in a web of insufficient education, lack of involvement and illiteracy of parents and are often left emotionally, socially and intellectually deprived. A case study was used in a qualitative research design, which involved a focused study of the Grade 1 class at Vlottenburg Primary, outside Stellenbosch. It was found that factors within the learner's immediate environment frequently inhibit his or her development, but that it can not be separated from the effect of socio-economic factors which filter through to the wider community, family, the school and everyday existence of the learner. Teachers are often not capable to educate and take care of overcrowded classes with learners that are on different levels of readiness and development and to handle the class situation in historical disadvantaged areas. Learning support guidelines, which are based on the research findings, were drawn up to empower teachers from historical disadvantaged communities to work with learners from disadvantaged environments and to give them the opportunity to development to their full potential. In future, there should be a focus on the empowerment of parents to break free from poverty and illiteracy. This will have a positive effect on the education of the child. / AFRIKAANSE OPSOMMING: Historiesbenadeelde leerders leer nie noodwendig die nodige vaardighede, wat noodsaaklik is vir suksesvolle skooltoetrede in die primere opvoedingsituasie, aan nie. Bepaalde faktore in die problematiese situasie van die historiesbenadeelde speel 'n groot rol in die leergereedheid van die kind: Weens die bose kringloop van armoede is kleuters vasgevang in ontoereikende opvoeding, onbetrokkenheid en ongeletterdheid van ouers en word dikwels emosioneel, sosiaal en intellektueel gedepriveerd gelaat. In 'n kwalitatiewe navorsingsontwerp is gebruik gemaak van 'n gevallestudie wat 'n gefokusde studie van die Graad l-klas by Vlottenburg Primer, in die Stellenboschomgewing, behels het. Daar is gevind dat faktore binne die leerder se onmiddellike omgewing dikwels sy of haar ontwikkeling inhibeer, maar nie losgemaak kan word van die effek van sosio-ekonomiese faktore wat deursyfer na die wye samelewing, gemeenskap, gesin, die skool en alledaagse bestaan van die leerder nie. Die leerkrag se bevoegdheid verleen hom of haar dikwels nie daartoe om 'n groot aantal leerders met verskillende vlakke van gereedheid te onderrig en die klassituasie uit 'n historiesbenadeelde omgewing te kan hanteer nie. Leerondersteuningsriglyne, wat gebaseer is op die navorsingsbevindings, is opgestel om die leerkragte uit historiesbenadeelde omgewings te bemagtig om leerders uit hierdie benadeelde omstandighede te hanteer en aan hulle die geleentheid te gee om optimaal te ontwikkel. Daar behoort in die toekoms gefokus te word op die bemagtiging van die ouers om te breek van armoede en ongeletterdheid, wat weer 'n positiewe effek op die opvoeding van die kind sal he.

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 student success rates for three developmental mathematics courses (prealgebra, elementary algebra, and intermediate algebra) taught through four instructional methods (lecture, personalized system of instruction [PSI], hybrid, and online) were examined. The sample consisted of 9,211 students enrolled in a large Texas community college from fall 2009 through spring 2011. Student success was defined as a grade of C or better. Chi-square tests were used to compare the three developmental mathematics courses success rates. Statistically significant differences in student success were found between all four methods of instruction for all three mathematics courses (prealgebra: χ2 [df = 3] = 107.90, p < 0.001; elementary algebra: χ2 [df = 3] = 88.39, p < 0.001; intermediate algebra χ2 [df = 3] = 254.18, p < 0.001). Binary logistic regression modeling was used to determine to what extent age, gender, ethnicity, residency, Pell eligibility and mode of instruction accounted for the community college students’ course success for each of the three developmental mathematics courses. For prealgebra, the independent variables of gender, race, age, residency, and mode of instruction made statistically significant contributions to the model (χ2 [df = 14, n = 1,743] = 159.196, p < .001; Nagelkerke R2 = .119), with greater success among female, White, younger, out of country students taking the course through lecture. For elementary algebra, the independent variables of race, age, residency, and mode of instruction made statistically significant contributions to the logistic regression model (χ2 [df = 14, n = 2,731] = 816.223, p < .001; Nagelkerke R2 = .358), with greater success among , younger, out of country students taking the course through lecture, hybrid or PSI. For intermediate algebra, only race and Pell eligibility made a statistically significant contribution to the logistic regression, with greater success among White, Pell-eligible students, and mode of instruction did not contribute significantly to the model (χ2 [df = 14, n = 3,936] = 53.992, p < .001; Nagelkerke R2 = .019). Recommendations for research and implications for practice are provided.

The diploma thesis Teaching English Effectively with an Interactive Whiteboard deals with the phenomenon of interactive whiteboards; their characteristics, installation in schools, possible ways of use and contributions to English lessons. The main aims are to examine the tool from various perspectives, to research the situation of IWBs in the Czech Republic and to provide technical as well as methodological support for teachers of English as a foreign language. The theoretical part summarises facts about interactive whiteboards on the basis of worldwide research and publications, whereas the main body is more teacher-oriented and focuses on the practical aspects of using IWBs at schools. Therefore, it includes a survey, guidelines with many ideas, sample activities created in the software ActiveInspire and accompanied by a detailed commentary, and finally, training for teachers which was organised in Prague. Digital appendices form an inseparable part of the thesis. Key words: interactive whiteboard (IWB), English teaching, methodology, technology, ActivInspire, guidelines

The debate over the preferred teaching method of ethics is between the methods of neutrality and advocacy. Proponents of each assume that only one method is acceptable. I argue that both methods have acceptable versions and that there are different situations in which one is preferred over the other. Using both methods throughout an ethics course is preferable to using only one method exclusively. The question then becomes how one decides which method to use with each particular issue. I argue that it depends on whether an ethical issue is controversial or whether or not a consensus exists. Controversy and consensus can exist amongst the general public or amongst experts of that particular subject. These experts are either outside of the field of ethics or within the field of ethics. I argue that an ethics instructor should look at each issue to be discussed during the course and determine for each whether or not it is controversial and whether or not that controversy lies in the general public or amongst the field of experts. This will determine which teaching method should be employed.