Previous critical thinking studies dealt primarily with results of programs presented ancillary to academic subjects. Notable educators in the field have advocated for assessing efforts to infuse, through direct instruction, critical thinking skills and processes across the content areas. This study constitutes such an evaluation and demonstrates that infusion warrants further investigation. An extensive review of the literature pointed to agreement among educators as well as business leaders that improving the quality of student thinking is a fundamental objective as we prepare our students for the workplace of the twenty-first century. Students must be prepared to gather, evaluate and apply information for effective problem-solving. Two similar communities in a North Carolina school district were compared. One taught critical thinking via infusion; the other did not teach critical thinking. The researcher interviewed three teachers whose classes served as the experimental group. A post test survey was administered to teachers of the experimental group. Teachers' anecdotal comments suggested that learning was observed in the thinking skills taught and that the infused instruction strategy would be the one of choice for further instruction. An assessment instrument was developed in two forms, a pre and a post test format, and administered to students in experimental and control groups. Open-ended prompts were utilized for data collection and analysis. Direct instruction in decision-making and comparing and contrasting was presented to students in the experimental group. Rubrics were constructed so that raters could measure prompts holistically. A "t" test was performed and results were analyzed for gains. The difference between pre and post test decision-making scores was statistically significant at the.001 level. However, the difference between pre and post test compare and contrast scores was not statistically significant. Given the discrepancy between teacher testimony and experimental and control group achievement data, possible explanations were offered. Further study could include address additional variables, different modes of assessment, number and type of practice sessions between pre and post testing, comparison between results utilizing the direct infusion strategy versus add-on programming, expansion to other thinking skills, depth of internalization of learning, and teacher preparation and professional development opportunities.

One fundamental purpose of American education is to provide an equal and quality education for all children. Unfortunately, evidence that schools are failing to meet this important challenge is abundant. One barrier to equal educational opportunity is the practice of ability grouping, which is widespread despite research showing that it does not consistently benefit any group of students and may be detrimental to students in lower-ability groups. Teachers favor ability grouping, but little is known about why. Two major research questions guide the present study: (1) How do Coalition elementary schools group students for instruction? (2) What do Coalition elementary school teachers perceive are the effects of existing grouping practices on student learning? The study employs qualitative research methods to describe the practices and perceptions of a particular group of principals and teachers in relation to school and classroom grouping. Data are drawn from 47 interviews with principals and teachers representing Grades K-6 in 12 elementary schools associated with the Coalition for School Improvement. Data show that principals in all 12 schools attempt to create heterogeneous classes. However, teachers create groups within classes to reduce the heterogeneity of student abilities in some subjects. Usually, reading is taught in ongoing, similar-ability groups. Most other lessons are introduced to entire classes and are followed by ad hoc similar-ability groups for a specific skill lesson or mixed-ability groups for peer tutoring or cooperative learning. Teachers defend similar-ability groups on instructional grounds, usually to maintain appropriate content and pace in reading and math. They defend mixed-ability groups because of social benefits to children, usually in science and social studies. Teachers' perceptions of groupings' effects on students' personal development are mixed. The study concludes that within-class ability groups operate with different learning conditions for different groups. Teachers hold unexamined assumptions and are remote from research linking grouping and student learning. Grouping decisions also are influenced by forces outside of teachers' control, including mandates, norms, and requirements

A Dissertation Submitted to the Faculty of Education in Partial Fulfilment of the Requirements for the Masters Degree in the Department of Mathematics, Science and Technology Education at the University of Zululand, 2009. / The objective of this study was to investigate if educators in the Senior Phase implemented the (EE) in their learning areas. The study had to find out why some environmental themes were more interesting to teach as compared to others. The teaching methods used by educators in teaching environmental education were to be identified. The study was conducted amongst six (6) primary schools and two (2) high schools in one cluster. There were thirty (30) educators involved in the study. The constructed objectives of the research study lead to the formulation of the following research hypotheses: (a) The frequency with which identified environmental themes are taught differs with respect to different learning areas; (b) Some identified environmental themes are more interesting to teach as compared to others; and (c) Educators use a variety of teaching methods when teaching environmental education in the senior phase. A questionnaire was used to collect data. It followed eight (8) environmental themes to be used by the participants. The collected data was then analysed through the use of a computer programme called Statistical Packages for Social Sciences (SPSS). In the analysis of results it was discovered that educators did implement environmental education in their learning areas, but to a limited extent. This seemed to agree with the hypothesis that educators do implement cross-curricular teaching of EE. It was discovered that some learning areas like Economic and Management Science (EMS), Natural Science (NS) and Social Science (SS) were more flexible in teaching environmental education as opposed to Arts and Culture (A & C) and Life Orientation (LO). The analysis of results showed that some environmental themes were more interesting to teach, like Population and Human Health as compared to others like Deforestation and Waste and pesticides. It was discovered that educators used mainly the question and answer, discussion and narrative methods as opposed to projects, research and fieldwork. This finding is discussed in the light of the literature reviewed, some recommendations aiming at action that could be taken and further research is made.

The classroom environment has a powerful influence on learning, and children's perceptions of that environment influence their behavior. This study examines the perceptions of sixth grade students who are the most and least academically successful regarding how they perceive their classroom environment and those factors within it that enhance or inhibit learning. Data gathered in this research indicate that there are significant disparities in how the most and least successful students perceive their classroom learning environment. The most successful students perceived the classroom environment as more affiliative and task focused, perceived their teachers to be more trusting, caring, and supportive, and perceived that they had more choice in how they learned. In contrast, the least successful students perceived the class to be more teacher controlled and competitive. In spite of the differences in friendship and support perceived by study participants, both groups of students were able to provide clear examples of teaching approaches and classroom conditions that they perceived increased or inhibited their learning. This study also includes students' suggestions for changes that would increase their learning. The findings in this study are consistent with the research and literature reviewed from the fields of education, psychology, and business regarding conditions that are likely to enhance learning. The major implications of this study are that teachers need to: (a) be able to form caring, supportive relationships with all students, (b) create safe, non-threatening environments where learning is less competitive and students are encouraged to form supportive relationships with one another, (c) provide students with interesting, challenging work that engages them, while supporting and encouraging students' efforts, (d) develop a large repertoire of effective instructional approaches to meet the diverse learning needs of students, (e) keep current with the knowledge base, (f) ask, and listen to students to understand how they learn best, and (g) seek professional experiences that will help them reflect on how they can improve their practice. Finally, a number of recommendations are proposed for use by teachers, administrators, organizations that provide pre-service and in-service opportunities, educational policy makers, and other parties interested in assisting teachers and schools increase student learning.

Much of the service-learning literature in higher education assumes that community service linked to classroom learning is inherently connected to concerns of social justice. While some service-learning practice aims to alleviate oppressive or unfair circumstances and promote "more just relationships," there is little research that examines the effectiveness of service-learning in developing that commitment. The purpose of this qualitative research is to understand how students' experiences in service-learning contribute to their understanding of and commitment to social justice. The program investigated is a four semester critical service-learning experience, named the Citizen Scholars Program, at the University of Massachusetts Amherst. Written assignments and interview transcripts from 11 women who participated in the program comprise the data for this dissertation research. This secondary data set was analyzed using grounded theory methodology to explore connections between students' participation in service-learning and their understandings of and commitments to social justice. The findings from this research suggest that participants in this study did develop more complex conceptions of social justice. Through the critical service-learning experience provided by the Citizen Scholars Program, students report being able to: develop authentic relationships with community members, question the distribution of power in society, and deepen their commitments to social justice. The study identified six properties of social justice sensemaking that appear to influence students' understanding of and commitment to social justice. Reflection on the self and experience, introduction to new information, contradictory experiences, relationships with peers and community members, and the idea of plausibility were all shown to spur students' social justice meaning construction. The findings of this study were used to develop a conceptual framework that charts how the critical service-learning experience of the Citizen Scholars Program facilitates social justice sensemaking. This framework can guide the work of scholars and practitioners who aim or hope to encourage social justice commitments in students. Students left Citizen Scholars with confidence in their views of social justice and a willingness to take action in alignment with those views. This research demonstrates that critical service-learning can foster a greater sense of agency to act in support of social justice.

The purpose of this study was to explore and describe the organizational structure of computer user groups and what roles they play in adult computer learning. The research consisted of two stages that used triangulation methodology.The pilot study involved a survey, which used a 34 item questionnaire, answered by 128 persons. The second stage consisted of a nationwide survey, which used a 57 item questionnaire, telephone interviews, and content analysis of newsletters. The nationwide survey was answered by 72 groups, representing 55,222 members.Findings1. Computer user groups were a major provider of computer learning for adults in the United States.2. Computer user groups were one form of autonomous learning groups.3. Computer user groups existed in all parts of the United States and tended to have a formal organization.4. Members of computer user groups were typically over 35, had a high family income, were college graduates, and were male.5. Members of computer user groups preferred self-directed learning and peer led learning to classes at educational institutions.Recommendations1. Adult and community educators should study other autonomous learning groups to discover the role that they play in adult learning.2. Practical research should be conducted to determine if and how educational institutions can best assist autonomous learning groups.3. Adult and community education practitioners should survey their local communities to identify autonomous learning groups and determine methods that can be used to cooperate with these groups.4. Adult and community educators should identify local computer user groups and determine how their educational institutions could cooperate with computer user groups.5. More innovative programming should be conducted by adult and community educators that takes advantage of the learning model provided by computer user groups.6. Training and development personnel should examine the potential benefits of implementing computer user groups and other autonomous learning groups within their organizations to promote learning new knowledge and skills.ConclusionComputer user groups were organized primarily to assist their members in learning more about computers. In addition to satisfying the learning needs of members, the groups provided supplemental services that supported other computer related needs of the members. Computer user groups were one form of autonomous learning groups and the results of this study suggested that the role of such groups in adult learning may be far more important than was generally recognized by adult and community educators.

The study reported in this thesis investigates the phenomenon of ‘presence' in teaching. Past research suggests that the relationship between the teacher and student is the “keystone in student achievement, motivation and engagement and in their capacity to trust what they know” (Midgley et al, 1989; Pianta, 1999; Roeser et al, 2000; cited in Rodgers & Raider-Roth, 2006: 266). Despite this, a comprehensive review of the literature has revealed that the notion of ‘presence', offering a holistic, relational, situated and dynamic lens through which to explore the essential elements of classroom interaction, has been strangely neglected to date in the educational research domain (Kornelsen, 2006; Meijer et al 2009; Rodgers & Raider-Roth, 2006). Moreover, in many teaching milieus, despite there being so little clarity about what the notion of 'presence' means in teaching terms, it appears as an observational criterion in both initial and developmental teacher education programmes, where it can be used to make judgements about teachers at different stages of their careers. Contextualised within an ESOL (English for Speakers of Other Languages) school over a nine month period on site, this phenomenological study employs individual and focus group interviews with teachers, teacher educators and students, alongside classroom observations and post-observation discussions. Findings generated by the study offer a new depth of understanding about the multi-dimensionality and complexity inherent in the notion of 'presence' in teaching and allow a critical interrogation of the ways in which it is currently being used in a school context. This highlights the potential power it has as a pedagogic construct and reveals a paradoxical duality, intrinsic to the ways in which it was construed; making it more suitable for developmental than assessment purposes. In short, this study offers a valuable holistic and existential contribution to understanding the nature of teaching, by augmenting the ways in which teachers and teaching have been construed to date. In addition, by illuminating the inherent ambiguity and paradoxes in the complex, dynamic and multi-layered meaning of ‘Presence in Teaching’, the findings have strong implications for teaching practice, teacher education programmes and in particular for the practice of teacher observation in respect of observer awareness, understanding and development; all of which are discussed in the final chapter of the thesis.

No description available.

Thesis (doctoral)--Göteborgs universitet, 1987. / Summary in English and German. Added t.p. with thesis statement inserted. Includes bibliographical references (p. 355-373).

Thesis (M.A.)--Pennsylvania state college. / "Discussion of certain methods employed in the high school science teaching."--Introd. Includes bibliographical references.