The purpose of this research is to discover how university lecturers in management subjects respond to the mix of local and international students in their classes. The aim is to develop a substantive theory based on a conceptual understanding of the main concern of lecturers working in a changing Higher Education context. The aim of developing theory rather than providing rich description led to the choice of Orthodox Grounded Theory as the methodology. Grounded Theory is an inductive methodology that provides the methods to conceptually generate the patterns that explain the behaviours of participants in the substantive area. This was relevant for the current research as I commenced with no explicit hypotheses and there was limited literature on the responses of university lecturers to teaching diverse groups of students, particularly a mix of local and international students. Interviews and observations were conducted with lecturers from both traditional and newer universities in Melbourne, and data analysed using open coding, categorising, constant comparison, theoretical sampling and coding, and frequent memoing. The main concern of respondents emerged as balancing professional capability with the requirements of a heterogeneous student population. The Basic Social Process and Core Category that resolves this concern is Maintaining Competence. Maintaining Competence is both a causal-consequence model, and a typology model consisting of four strategies � Distancing, Adapting, Clarifying and Relating. The emergent Grounded Theory of Maintaining Competence contributes to the extant literature, in particular the literature on professional competence, and the literature on teacher centred and student centred approaches and on contextual and contingency models of teaching. It adds to the latter by demonstrating the importance of the interplay of moderating variables, specifically Forces in the Lecturer and Forces in the Environment. The thesis adds also to the Grounded Theory literature in its explicit presentation of Orthodox Grounded Theory methods and its discussion of the research journey of a novice grounded theorist.

The goal in mathematics has shifted towards an emphasis on both procedural knowledge and conceptual understanding. The importance of gaining procedural knowledge and conceptual understanding is aligned with Principles and Standards for School Mathematics (National Council of Teachers of Mathematics, 2000), which encourages fluency, reasoning skills, and ability to justify decisions. Possession of only procedural skills will not prove useful to students in many situations other than on tests (Boaler, 2000). Teachers and researchers can benefit from this study, which examined the effects of representations, constructivist approaches, and engagement on middle school students' algebraic understanding. Data from an algebra pretest and posttest, as well as 16 algebra video lessons from an NSF-IERI funded project, were examined to determine occurrences of indicators of representations, constructivist approaches, and engagement, as well as student understanding. A mixed methods design was utilized by implementing multilevel structural equation modeling and constant comparison within the analysis. Calculation of descriptive statistics and creation of bar graphs provided more detail to add to the findings from the components of the statistical test and qualitative comparison method. The results of the final structural equation model revealed a model that fit the data, with a non-significant model, p > .01. The new collectively named latent factor of constructivist approaches with the six indicators of enactive representations, encouragement of student independent thinking, creation of problem-centered lessons, facilitation of shared meanings, justification of ideas, and receiving feedback from the teacher was shown to be a significant predictor of procedural knowledge (p < .05) and conceptual understanding (p < .10). The indicators of the original latent factor of constructivist approaches were combined with one indicator for representations and two indicators for engagement. Constant comparison revealed similar findings concerning correlations among the indicators, as well as effects on student engagement and understanding. Constructivist approaches were found to have a positive effect on both types of student learning in middle school mathematics.

This study compares the teaching practices of English academic writing teachers from China and the US. Research methods as questionnaire and interview were used to collect teacher's teaching practices, ways of constructing feedback, teaching philosophy and improvements in teaching. Participants of the current study were two teachers from two universities of China and three ESL academic writing teachers from a university in the US. The collected data were compared base on two themes: one was produce and process approaches; the other one was teacher's status in classroom and teaching. Based on the findings, American teachers' approaches were primarily process-based, and they also used studentcentered way of teaching, which puts students' needs and feelings on a considerable place. Chinese teachers' approaches were gradually changing to process-based, however, they were the authority in both teaching and providing feedback. The reason for Chinese teachers' ways of teaching can be attributed to the deep-rooted influence of the traditional teaching method, which sees teacher as the superior mentor. Also, it is necessary to introduce the process approach into Chinese universities to teach English academic writing and put it into practice

Poor mathematics performance in South African schools is a major concern (Reddy et al., 2014) and learners’ opportunity to learn is one of the concepts that needs to be explored in schools (Dowd, Friedlander & Guajardo, 2014). Several authors (Gür, 2009; Ebert, 2017; Rohimah & Prabawanto, 2019) state that learners believe that trigonometry is difficult and abstract compared with the other topics of mathematics. Opportunity to learn (OTL) is defined as the degree to which learners during instruction get exposed to the content of the mathematics intended curriculum (Reeves & Muller, 2005). The term “mathematical tasks” refers to classwork problems, homework problems, projects, investigations and assignments. These tasks play a vital role in effective teaching and learning. Learners’ OTL was explored according to the types and nature of tasks selected by the teacher, and the pedagogical approach and strategies used by teachers and the influence of these two aspects on the time spent on tasks and learner engagement. This study therefore aimed to answer the research question about the extent to which mathematics tasks provided Grade 10 learners an opportunity to learn trigonometry. A two-part conceptual framework was used: the first part focused on the task selection in terms of its nature and cognitive demand and the second part focused on the teacher-specific factors such as teachers’ approaches and strategies. The influence of these two parts on the implementation of the tasks by the learners in terms of time-on-task and learner engagement was then described. A qualitative approach was followed, and a descriptive case study was conducted with two Grade 10 mathematics teachers from two formerly disadvantaged public schools in Gauteng Province. A qualitative research approach was used in which document analysis and classroom observations served as data collection techniques. A deductive analysis approach was implemented. The study revealed that teachers mainly gave learners recall-type and routine procedure questions involving pure mathematics, which according to CAPS’ cognitive demands, are classified as lower order thinking tasks. There was a lack of higher order mathematics tasks that could have provided the learners with and OTL trigonometry effectively. The study further revealed that both teachers’ approaches were dominated by a teacher-centred approach where the focus was on the teachers and where teachers mainly used direct teaching as teaching strategy where learners were directed to learn through memorisation and recitation techniques. Although, due to the small sample, the study’s results cannot be generalised, I believe that the findings will contribute to pre- and in-service teacher training, where teachers come to realise the importance of appropriate mathematics tasks to contribute to learners’ OTL. Moreover, the study’s findings highlight the need to engage the four cognitive levels, namely knowledge (20%), routine procedures (35%), complex procedures (30%), and problem solving (15%) in the types of tasks. The value of teachers’ choices regarding the teaching approaches and strategies used should never be under-estimated. Future research could possibly build on this study by examining the implementation of tasks to enhance learners’ in-depth understanding of trigonometry. / Dissertation (MEd)--University of Pretoria, 2021. / Science, Mathematics and Technology Education / MEd / Unrestricted

This dissertation seeks to explore the approaches used by teachers of English in upper secondary schools when teaching literature. According to the national syllabus for English literature is an element that must be included in the English courses B and C. More specifically, covering literature from different time periods is a requirement. Further requirements connected to the teaching of literature involve dealing with the cultural- and historical aspects of English speaking countries. For the purpose of this dissertation we chose Shakespeare as an example of one of many eligible authors. Shakespeare’s works embody this category by providing all three aforementioned elements stipulated in the syllabus in connection with teaching literature. The focus of this paper was the approaches utilized by the teachers who have chosen to cover the topic of Shakespeare. Suitable candidates were,therefore, selected to provide us with our findings through the qualitative method of interview. Our findings include all informants making reference to the same passage in the syllabus when justifying their choice of teaching Shakespeare. It was also ascertained that all interviewees consider establishing relevance of a topic essential in order to motivate their students to learn. Our conclusion is that most of the teachers involved in this study prefer a learner-centred, activity-based approach. When teaching Shakespeare the key according to our informants is variation.

TITLE: Developing activity and creativity in teaching fractions in grades 6 to 7 AUTHOR: Bc. Lenka Svobodová DEPARTMENT: Department of Mathematics and Mathematical Education SUPERVISOR: Mgr. Marie Tichá, CSc. ABSTRACT: The thesis consists of a theoretical and an empirical part. The theoretical part looks at the cognitive process of pupils and possible ways of their motivation during fractions teaching. Furthermore, it outlines causes of lack of understanding of fractions and re-education interventions. The empirical part is based on a qualitative research whose main objective was to determine how the pupils are able to solve fractions exercises independently and creatively and what mistakes they make. Various methods of data collection were used, such as interview with teachers on issues of fractions teaching in elementary schools, non- standardised test with fractions exercises and additional interview with the tested pupils. This part also describes the preparation of the research, the research itself and its results KEYWORDS: fractions, interpretations, representations, models, misunderstandings, mistakes, teaching approaches

(anglicky) Fractions are one of the critical areas of mathematics at the primary school. The aim of this diploma thesis is to describe didactic practices used when teaching fractions (focusing in particular on additive operations with fractions) and find out what strategies are used by pupils at selected tasks focusing on fractions, what difficulties are an obstacle in their successful solutions and what images of fractions the pupils have. The theoretical part contains considerations about the teaching and learning of mathematics, the overview of the historical development of the concept of fraction and operations with fractions and also selected research related to fractions. The practical part begins with the analysis of the textbooks where their semantic and structural models used for fractions are identified as well as ways of teaching operations with fractions. My own research consists of semi-structured interviews with five experienced teachers (one of whom is not qualified) on the topic of teaching fractions, the difficulties of pupils with fractions and of clinical interviews with three pupils from different primary schools. Interviews with the pupils were focused on the solution of the diagnostic tasks in the field of fractions. Transcripts of both interviews were analyzed by techniques...

Kritická místa matematiky na základní škole (Analýza didaktických praktik učitelů - lineární rovnice) Critical Areas of Mathematics at the Primary School (Analysis of Teachers' Didactic Practices - Linear Equations) Abstract The goal of the diploma thesis is to describe didactic practices used by primary teachers when teaching linear equations, seen as one of the critical moments of primary school mathematics. First, semantic and structural models of linear equations and ways of teaching linear equations as suggested by selected textbooks for primary schools are described. Next, on the basis of literature review, pupil' problems and types of mistakes they make in this area are given. My research consisted of semistructured interviews with five experienced mathematics teachers and observations of their lessons. The interviews and observations were transcribed and the transcriptions were analysed by techniques of grounded theory. It was found out that the teachers use common didactic practices as well as their own which they develop. The practices, models which the teachers use when teaching linear equations, approaches to introducing equivalent operations, as well as a list of critical places within linear equations are the main results of the work. Keywords: Linear equations, models, pupils' problems,...

1 Abstract The goal of the diploma thesis was to identify and describe didactic practices of selected experienced mathematics teachers, used in the teaching of indirect proportion, to make an analysis of the most used textbooks from the point of view of teaching indirect proportion, to select suitable problems which diagnose pupils' knowledge of indirect proportion and to identify pupils' strategies and their mistakes in solving them. Indirect proportion is first described from the point of view of curricular documents and of Czech pupils' results in this area in both national and international surveys. The pupil's knowledge gaining process is characterised from the point of view of didactic constructivism. Next, ways and conceptions of teaching indirect proportion as provided by selected primary textbooks are given. The content analysis of textbooks was made and compared to results of similar studies. Next, the thesis deals with some results of international research on proportional thinking and solving strategies for problems on proportion which are then used as a starting point of my own research on pupils' strategies for problems on indirect proportion. The next part of research consists of semi-structured interviews with experienced teachers, observations of their lessons and analysis of their pupils'...

本研究之目的在於評量中文與英文之「聲韻覺識」（phonological awareness）能力，以探討幼兒在不同英語教學法下的學習效果。「年齡」與「教學法」對「聲韻覺識」能力影響的差異。研究對象，為接受不同英語教學法的學前幼兒（大班生與中班生），一者採固定時間進行英語教學，定位英語為語言學習教材之一，稱之為M系統；一為採全時間教英語的機構，且定位英語為學習其他科目的媒介，稱之為W系統。測驗工具乃參酌胡潔芳教授提供之「聲韻覺識測驗」，經改編後共分八項分測驗--「中文音節刪除、英文音節刪除、中文音素刪除、英文音素刪除、中文音節替代、英文音節替代、中文音素替代與英文音素替代」。研究資料除了測驗成績之外，尚有教學現場之觀察資料，及兩系統之主管與教師之訪談文本，以了解不同英語教學法在教學內涵上之實質差異。 研究結果顯示，中文聲韻覺識能力，有「年齡」的差異，大班生表現優於中班生；「教學法」的差異，發生在中文「音素覺識」，M系統幼兒優於W系統。英文聲韻覺識能力，有「年齡」上的差異，大班生優於中班生，但無教學法上的差異。加測「注音符號」測驗，結果顯示有「年齡」與「教學法」上的差異，大班生比中班生好，M系統幼兒比W系統幼兒好，比較兩系統教學內涵的差異後，顯示M系統幼兒中文聲韻覺識能力表現較佳與「注音符號」教學有關；英文聲韻覺識能力無教學法上的差異，英文教學時間長短不影響聲韻覺識能力。研究結果似乎指出，真正影響中文與英文聲韻覺識能力發展的是年齡。 由於「聲韻覺識能力」的重要性，幼兒英語教學與學習，以培養「聲韻覺識」能力為出發點的教學內容應該要被參考，但基於年齡的限制，聲韻覺識教學，並不急於小班時期或中班初期開始。關於聲韻覺識的教學，文中另有討論。 關鍵詞：英語教學法，學前幼兒，聲韻覺識 / The purpose of this study is to investigate English learning effect of young children in Taiwan by means of examining the influence of age and English teaching approaches on young children’s phonological awareness in Chinese and in English. The participants consisted of the age of preschool (average five years old) and kindergarten (average six years old) children who are accepted different English language teaching approach in two schools. One school was called M school where young children were taught English partial time and English was one kind of language teaching materials. The other was called W school where young children were taught all time and learn everything in English. The results indicate that the age significantly affects on young children’s phonological awareness in Chinese and the teaching approach significantly affects on young children’s phonemic awareness in Chinese. The age significantly affects on young children’s phonological awareness in English. These results of this study seem to reveal that the main factor affecting on the development of young children’s phonological awareness in Chinese and in English is age. Due to the importance of phonological awareness, it should be to consider that English language teaching for young children could begin by training phonological awareness. However, based on the development of young children, it is not instant to train the capacity of phonological awareness in English language teaching. About the teaching of phonological awareness was discussed in the text. Keyword: English teaching approaches, young children, phonological awareness