Thesis (M.Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 101-108). Also available in print.

The purpose of this study was to describe how meaning was socially constructed within a task-based small cooperative learning group. The group was composed of five native English and English as a Second Language speaking teachers and teachers-in-training enrolled in a graduate course entitled "Curriculum Development for Heterogeneous Classes" in the Teacher Education and Curriculum Studies Department in the School of Education at the University of Massachusetts. This study examined the claim that participants in cooperative learning groups must be willing to set their personal beliefs, desires, and agendas aside in order to focus their attention on the learning needs of their peers and to shift the attention of their peers to explicitly relevant information (Gee, 1990). Further, groupwork is described as an interactional experience that involves conflict, tension, and individual risk-taking behaviors (McCutcheon, 1995). This study examined the claim that these behaviors can have a positive effect on a group's process when the willingness to analyze conflict and tension through the risk-taking process of revealing one's experience, perception, and self are present (McCutcheon, 1995). This study researched these claims by investigating the discourse of a small cooperative learning group in this course. This study provides an ethnographic thick description of the normative patterns that emerged through the group's work. These include the communicative norms that were co-constructed prior to and after the naming and analyzing of conflict. The results of this study reveal that participants were willing to focus their attention onto the needs of their peers and were willing to focus the attention of their peers to explicitly relevant information after conflict was named. Analyzing conflict was not easily obtained in this group. Members avoided and resisted this process. However, naming conflict was seen to have a purpose in this cooperative learning group and provided a rich source of insight about the complexities of conflict, tension, and individual risk-taking behaviors in cooperative learning settings composed of native English and English as a Second Language speaking learners.

Thesis (M. Ed.(Opvoedkundige sielkunde))-Universiteit van Pretoria, 2007. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (M.S.W.) - Carleton University, 2007. / Includes bibliographical references (p. 124-132). Also available in electronic format on the Internet.

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

The thesis is focused on creativity development of pupils in older school age in the work of teachers. First part of thesis acquainted with theory of creativity and explain basic concepts about creativity development and creative teaching in the work of teacher. The aim of this thesis is to find out the form, how teachers develop pupils' creativity in their work and how the teachers think about creativity teaching. The practical part contains a pilot study survey and four case studies implemented within the main research. Emphasis is placed on observing teaching activities and subsequent interviews with teachers about teaching course. Results showed, that teachers are able to use creativity teaching. However, there are still several options, how to improve the quality of creativity teaching. We suggested specific recomendations in the conclusion, how to improve the quality of creativity teaching. Key words Creativity, teacher, older school age, creative teaching.

The diploma thesis deals with the religious education at the church elementary school in the Czech Republic. The theoretical part describes the church elementary school, its history and its relation to the Framework Education Program for the Elementary Education and to the official documents and then it describes the religious education itself from the perspective of the aims and contents. The next part describes the participants of the religious education - the teachers of religious education and the characteristics of the children in the 4th and 5th grade in terms of developmental psychology. The final chapter of the theoretical part is dedicated to the researches that were carried out in the church elementary schools and in the religious education. The practical part of my diploma thesis is devoted to the research, which was carried out by means of questionnaire method. The aim of the practical part was to find how pupils of the 4th and 5th grades at the church elementary school in Prague view the subject of religious education using the questionnaire construction. The results of the research show that the pupils have mostly a positive relationship toward the subject. They consider it as a rather relaxing and amusing subject. In their eyes, the subject is connected to the faith and its symbols....

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This study was focused on the effect of pre-service teaching utilizing a co-teaching model on student achievement at an elementary school in a large, urban school district in central Florida. The contribution of university student teachers (i.e., interns) to elementary school achievement was investigated. Specifically explored was the difference between student achievement scores in classes with interns who participated in a co-teaching model and interns in classes that did not employ any structured approach to intern teaching. The researcher compared seven classes that employed co-teaching, where the university intern teacher and master teacher remained in the class conducting instruction, to seven classes that had a more traditional approach to the intern teaching. The co-teaching intern model did not exert a significant effect, either positive or negative, on student achievement. Also investigated was the effect of an intern, utilizing any model, on student achievement scores, when compared to similar classes without the presence of an intern. The study utilized 14 classes with interns and 13 classes without interns; each group had populations of approximately 285 students. The presence of an intern did not exert a significant effect, either positive or negative, on student achievement. However, the data indicated that the presence of an intern could positively influence mathematics scores. Additionally, the impact of teacher quality and socio-economic status on student achievement in reading and mathematics were explored. The data revealed the value of the individual teacher significantly affected student success in reading and mathematics. In reading, socio-economic status also significantly affected student achievement.

IN ENGLISH Along growing international cooperation, multicultural interconnectedness and generally improving social situation in Europe a number of international volunteering activities is growing. Much has already been written regarding motivation for such activities as well as about general perception od necessity to help others as a component of well developer civic society but until now there has not been described in detail how such long term international volunteering experience is perceived by volunteers themselves. This Diploma Thesis is a qualitative case study analysing experience of volunteering of six international volunteers from the European Union countries as well as from the countries out of the European Union. The research of their opinion and attitudes shows how they in relation with those opinion value benefits and losses in the Framework of their volunteering experience. In the triangualtion to the perspective of the volunteers, a perspective of all involved pupils and teachers is further analysed. Volunteers'experience is studied based on semi structured interviews, semantic diferential, time lines and their authorial products. To assess the perspective of pupils who reguraly met with the volunteers two anonymous questionnaires were issued. The perspective of involved teachers...