The purpose of the study was to find out more about verbal and visual aspects of teaching art and learning to draw in the classroom. It was to determine what influence language has on visual processes in drawing and to examine effects of talking and verbal thinking on the acquisition of drawing skills of pre-adolescent students in grade seven. The study consisted of a 10-week drawing course for four classes of grade seven students in an elementary school in Vancouver, British Columbia. Instruction was the same for all classes except that in two of the classes students were permitted to talk to each other while drawing and in two classes students were instructed not to talk while drawing. Data were collected and observations recorded using scores on drawing tests, student evaluations, drawing surveys and teacher logs. Although scores on drawing tests showed little difference between the two groups, consistent observations indicated that students did not talk and draw at the same time. Students who talked stopped drawing, completed fewer drawings, made less frequent reference to the model and followed fewer directions. When comparing the work of the two groups, teacher attitude toward the talking group reflected more dissatisfaction because of the higher incidence of incomplete work and the necessity of having to raise the voice in order to be heard. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The increased focus on the implementation of scientifically research-based instruction as an outcome of No Child Left Behind ("Understanding NCLB," 2007) has resulted in the widespread use of scripted reading curricula (Dewitz, Leahy, Jones, and Sullivan, 2010), which typically represents Eurocentric and middle class forms of discourse, knowledge, language, culture, and historical interpretations as academic knowledge (Howard, 2010; Delpit, 2012). In an era where the number of culturally and linguistically diverse students is increasing rapidly (Ginsberg, 2007), it is essential to consider that educational practices relying entirely on prefabricated content may require modification because, as recognized in the funds of knowledge theoretical framework (Veléz-Ibañez, 1988), all students bring a wealth of knowledge to the classroom that should be acknowledged, respected, valued and incorporated into instruction (Gonzalez, Moll, & Amanti, 2005). However, even if teachers are granted the time and permission to modify scripted content in order to build bridges between the prescribed lessons and students' lived experiences, doing so is not easily accomplished when the lives of educators are disconnected from their students (Baeder, 2010). This study investigated the behaviors and ideas teachers have developed as ways to connect with their culturally and linguistically diverse students and their families. Additionally, the study explored how teachers who implement scripted curricula describe the experience of creating culturally responsive lessons intended to specifically connect with their culturally and linguistically diverse students and to connect with students' funds of knowledge. This multiple case study describes how five teachers who implement scripted curricula reported their experiences of creating culturally responsive lessons for particular focal students. Findings are presented in individual case narratives followed by a cross-case synthesis. Findings suggest that teachers were able to carry out culturally responsive instructional practices while implementing scripted curricula; however, participants' CARE lessons did not represent Gay's (2010) ethnic and cultural diversity in curriculum content component of culturally responsive instruction. Additionally, findings indicate that building relationships with culturally and linguistically diverse students was key to adjusting instruction to suit their learning styles. The implications of these findings are discussed in recommendations for in-service teacher professional development and future research.

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Over many years the practice or art of teaching Mathematics posed itself as, not only being different from the practice of teaching any other subject, but to have many challenges and opportunities that ask for exploration and understanding. Just after independence in 1990, Namibia has embarked upon a reform process for the entire education system. Many changes were brought about to create a uniform, equal system for all. However, many challenges still remain to be addressed. Mathematics education remains one of the key areas where Namibian teachers can contribute towards the improvement of the subject. Unsatisfactory results, under-qualified teachers, and a negative disposition towards Mathematics are some of the challenges. These challenges are not unique to Namibia. Across the globe psychologists, philosophers and educators continue to engage in debates and research projects in search of answers and solutions for the improvement of Mathematics education. Despite encountering numerous obstacles, many teachers are dedicated and achieve outstanding results with their learners. This thesis reports on a research project that focused on the Mathematics teaching practice of two teachers whose experiences can make a positive contribution to the improvement of Mathematics teaching in Namibia. Furthermore, this case study investigated and attempted to understand the Mathematics teaching practices of two proficient teachers who each claimed to have a specific and unique approach to teaching Mathematics. The one claimed to be mainly procedural in her Mathematics teaching, while the other one claimed to teach mainly in a conceptual manner. Both achieve very good results with their classes and attribute their own teaching orientations to a process of several experiences they went through as students and in their careers. The study revealed that both claims are substantiated and that each teacher was consistent in her claimed approach. Many challenges and constraints were encountered by both teachers, but in their unique and specific ways each teacher’s chosen teaching approach supported them to overcome these. It was evident from the findings that each teacher’s practice came about as an evolutionary process over an extended period of time. As many challenges and limitations are universal, it is believed that in sharing experiences, teachers can benefit from each other by improving their practice. It was clearly stated by both participants that the re-thinking of and reflecting on their own practices provided them with new insights and motivation. Peer support and sharing of practices contribute positively towards the improvement of the teachers’ classroom practices.

There is a great deal of controversy over the role that the student teaching experience plays in the preparation and development of teachers. In order to increase our understanding of the practice of student teaching, case study methodology was utilized in this study to develop a holistic description of the practice of student teaching from the student teacher’s perspective. The study identified and described the internal and external factors which influence the practice of student teaching for a student teacher learning to teach. This study facilitates our understanding of the practice of student teaching and the complex interactions that occur among the individuals involved (e.g., the student teacher, the cooperating teacher, the university supervisor, etc.); the settings (e.g., the public school, the public school classroom, the university classroom, etc.); and the formal university program. The findings from this study suggest that autonomy, reflection, and formal university coursework are key components of learning to teach. Further research which examines specific teacher education programs and specific components of those programs, in relation to the student teaching experience is necessary if we are to continue to increase our understanding of the practice of student teaching and improve teacher education. / Ed. D.

陸靜塵. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 220-229) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lu Jingchen.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

The purpose of the research reported in this thesis was exploratory: to identify prominent features beyond, but related to the processes of science teaching; defined as the context of science teaching. A preliminary study indicated a lack of consensus among teachers in reporting aspects of their context. After further consideration of theoretical issue, case studies using participant observation were carries out on science teachers in three Scottish secondary schools. Nearly five hundred hours were spent observing and interviewing science personnel. General descriptions of the three schools and their proximal environments indicated salient issues for teachers resulting from actions of senior school staff, pupil grouping, limited contact with non-science teachers, and inputs from outside the schools. An analysis of ways that science teachers worked together and the activities of technicians and promoted science teachers provided insights into the nature of science departments. They were used as part of the communicative and administrative framework in the schools, but science teaching itself was sub-contracted. Although there was some mutual support there was little collaboration on teaching tasks except where this was imposed. An important function of departments was to provide a supportive framework for logistic purposes. A description of day-to-day activities of science teachers revealed contextual features that impinged on lessons and lesson preparation. Two themes were posited as a way of generalizing about contextual effects: 'control' and 'uncertainty'. It was proposed that these phenomena pervaded all facets of the context and that they provided useful concepts for understanding teachers' patterns of thinking and action. Three orientations of the teachers in the case study schools were described: 'doing-a-basic-job', 'individualism' and 'presentism' and relationships were suggested between these orientations and experienced controls and uncertainties.