School-based physical education (PE) has been identified as an effective avenue for addressing issues of inactivity among adolescent girls. However, often times PE courses fail to meet the needs of young women and instead lead to disaffection; ultimately resulting in the majority of adolescent girls dropping out of PE once it is no longer mandatory. Self-Determination Theory (SDT) has proven to be a useful framework for understanding PE motivation among this population. In particular, supporting the need for relatedness among female PE students appears significant for enhancing PE motivation and engagement. Therefore, providing relatedness-supportive learning environments may be an effective way for teachers to encourage continued PE and PA participation among their female students. The purpose of this research study was to gain insight into the experiences of grade 9 and 10 girls participating in a girls-only PE course that employed relatedness-supportive teaching strategies. The goal was to use a case study approach with semi-structured (teacher) and focus group interviews (students) to explore the role of relatedness-supportive learning environments in enhancing PE motivation and enjoyment among adolescent girls, as well as their overall feelings of social relatedness. Findings highlighted the importance of (a) meeting students where they are at, (b) creating open, respectful and active environments, (c) providing opportunities for organic connection-making, and (c) the role of resource and curriculum constraints. / Graduate / 2019-04-12

<p>Este documento contiene el diseño de una estrategia para enseñar mapas perceptuales en un curso de gerencia de marca, con la adición de una técnica de modelado para elaborarlos. Los mapas perceptuales son herramientas para el análisis del posicionamiento de marca, y se enseñan en cursos de pregrado y postgrado. Sin embargo, es muy usual utilizar un marco puramente descriptivo y teórico, sin explicar los mecanismos para construirlos. Se presentan métodos basados en regresión multilineal y en análisis factorial como herramientas de modelado, para explicar en clase y proporcionar una mejor comprensión de esta materia.</p> / Este documento contiene el diseño de una estrategia para enseñar mapas perceptuales en un curso de gerencia de marca, con la adición de una técnica de modelado para elaborarlos. Los mapas perceptuales son herramientas para el análisis del posicionamiento de marca, y se enseñan en cursos de pregrado y postgrado. Sin embargo, es muy usual utilizar un marco puramente descriptivo y teórico, sin explicar los mecanismos para construirlos. Se presentan métodos basados en regresión multilineal y en análisis factorial como herramientas de modelado, para explicar en clase y proporcionar una mejor comprensión de esta materia.

En la didáctica de la traducción se destaca la importancia de la enseñanza de lengua materna para la formación los estudiantes. Sin embargo, si bien los estudios se han enfocado en el contenido por desarrollar en los cursos, no se ha abordado la manera en que se enseña en el aula. El presente estudio tuvo como objetivo identificar las estrategias de enseñanza de docentes de la línea curricular de Lengua Materna de un programa de traducción e interpretación para resolver problema de redacción de los estudiantes. Se recurrió a una metodología cualitativa exploratoria donde se entrevistó y se observó a los docentes de cuatro cursos de la línea curricular de Lengua Materna en sus sesiones de clase entre abril y mayo de 2019. En el estudio, se concluyó que los docentes utilizaban estrategias propias que generaban andamiaje y estrategias de enseñanza con una base constructivista durante sus clases. Además, se identificó que los problemas principales de manejo de lengua materna eran de producción textual, que se presentaron a nivel de argumentación y ortotipografía. Se espera que este estudio impulse investigaciones posteriores relacionadas a estrategias de enseñanza de la lengua materna en otros programas de traducción e interpretación. / The importance of mother tongue teaching for translation students is emphasized on translation student training studies. However, these studies have not addressed the way in which these contents are taught, although they have focused on the type of content for its courses. The aim of this study is to identify students' textual production problems and to explain the teaching strategies used by the mother tongue teachers of a Translation and Interpretation program. A qualitative exploratory methodology was used to interview the professors of four courses of the Mother Tongue curriculum line and do class observation in their respective class sessions between April and May of 2019. The study concluded that teachers their own teaching strategies which produced scaffolding as well as constructivist-based teaching strategies in their class sessions. In addition, argumentation and orthotypography in textual production were identified as the main problems regarding use of mother tongue. This study is expected to promote further research related to mother tongue teaching strategies in other translation and interpretation programs. / Trabajo de investigación

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Worldwide, people who are unable to study full-time at residential higher education institutions choose distance education as their mode of study. Such students who are mostly employed adults with multiple responsibilities face many challenges in the process. Students majoring in Mathematics often struggle to master the mathematics content of the major modules and therefore have to attempt the examination several times. The UODL at the Potchefstroom campus of the NWU incorporated IWBs as learning technology in order to improve the communication and support to their students. This study aims to determine how scaffolding of mathematics concepts can be facilitated via IWBs in order to enhance the learning experience of teacher-students towards their understanding of the fundamental principles of mathematics. The study is based on the Stoner model for implementing ICT learning technologies and the focus of the study relates specifically to the design integration phase of the Stoner cycle. The population for the study consisted of all OLG teacher-students who were registered for NWPK 512—a mathematics major module within the ACE programme. A group of ten participants attending at the White River centre and a control group of ten participants from another centre were used during the study. The study followed a mixed-method research design and was performed according to a Kirkpatrick evaluation for training programmes which involves evaluation on five different levels, namely reaction, perception whether learning occurred, change in behaviour, results and return on investment. The qualitative data were analysed through ATLAS.ti ™ augmented with descriptive statistical techniques. Descriptive statistical techniques and effect sizes were calculated to analyse the quantitative data. Reliability and validity of the instrument were calculated. Findings of the study indicated that scaffolding of mathematical concepts via IWBs enhanced students’ understanding of the fundamental concepts of mathematics. The group of participants performed significantly better after they have attended the scaffolding IWB sessions. The introduction to and incorporation of scaffolds for learning mathematics over distance can create an environment of effective mathematics education for all teacher-students as well as for the students in their respective classrooms. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Worldwide, people who are unable to study full-time at residential higher education institutions choose distance education as their mode of study. Such students who are mostly employed adults with multiple responsibilities face many challenges in the process. Students majoring in Mathematics often struggle to master the mathematics content of the major modules and therefore have to attempt the examination several times. The UODL at the Potchefstroom campus of the NWU incorporated IWBs as learning technology in order to improve the communication and support to their students. This study aims to determine how scaffolding of mathematics concepts can be facilitated via IWBs in order to enhance the learning experience of teacher-students towards their understanding of the fundamental principles of mathematics. The study is based on the Stoner model for implementing ICT learning technologies and the focus of the study relates specifically to the design integration phase of the Stoner cycle. The population for the study consisted of all OLG teacher-students who were registered for NWPK 512—a mathematics major module within the ACE programme. A group of ten participants attending at the White River centre and a control group of ten participants from another centre were used during the study. The study followed a mixed-method research design and was performed according to a Kirkpatrick evaluation for training programmes which involves evaluation on five different levels, namely reaction, perception whether learning occurred, change in behaviour, results and return on investment. The qualitative data were analysed through ATLAS.ti ™ augmented with descriptive statistical techniques. Descriptive statistical techniques and effect sizes were calculated to analyse the quantitative data. Reliability and validity of the instrument were calculated. Findings of the study indicated that scaffolding of mathematical concepts via IWBs enhanced students’ understanding of the fundamental concepts of mathematics. The group of participants performed significantly better after they have attended the scaffolding IWB sessions. The introduction to and incorporation of scaffolds for learning mathematics over distance can create an environment of effective mathematics education for all teacher-students as well as for the students in their respective classrooms. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Recent research on the learning process has shown that students tend to learn in different ways and manners, and that they prefer to use different teaching resources. Researchers in the education field agree on the fact that learning materials shouldn't just reflect the teacher's teaching style, but should be designed and adapted to all kind of personalities and psychological profiles. The availability of information technology and multiple forms of electronic media open new perspectives for adapting and personalizing the learning process. In this research, we are interested in adaptive pedagogy and personalized teaching methods. Our goal is combining electronic media and teaching strategies according to student profiles. The underlying problems are: How to take into account the student personality and psychological profile to develop an adapted pedagogy? How to use and take advantage of new available emedia and IT based tools? How to combine in a course or in a learning system adapted pedagogy with adequate e-media? We have based our work on the Felder and Soloman's learning styles instrument. First, we explore some basic ideas concerning the matching of e-media and learning styles in the context of an experimental e-learning system. Second, we present a general framework for combining and adapting teaching strategies, learning styles and electronic media. This framework has been constructed with the help of an expert panel and using the Delphi approach. Finally, two case studies including surveys and statistical analysis have been conducted to validate the framework and generalize its applicability. This works contributes to a better understanding of e-media usage in education, and increases our knowledge concerning the interaction between students psychological profile and learning systems.

Submitted by Kamila Costa (kamilavasconceloscosta@gmail.com) on 2015-08-14T15:07:01Z No. of bitstreams: 2 Dissertação - Tacilene C Pereira.pdf: 1083588 bytes, checksum: 3e45d91b1fe0e44c3b1635175094f4cb (MD5) Ficha Catalográfica.pdf: 1873 bytes, checksum: e1ff88255d2c3bc6dd8b7123f1f532a7 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-08-18T19:53:57Z (GMT) No. of bitstreams: 2 Dissertação - Tacilene C Pereira.pdf: 1083588 bytes, checksum: 3e45d91b1fe0e44c3b1635175094f4cb (MD5) Ficha Catalográfica.pdf: 1873 bytes, checksum: e1ff88255d2c3bc6dd8b7123f1f532a7 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-08-18T19:58:37Z (GMT) No. of bitstreams: 2 Dissertação - Tacilene C Pereira.pdf: 1083588 bytes, checksum: 3e45d91b1fe0e44c3b1635175094f4cb (MD5) Ficha Catalográfica.pdf: 1873 bytes, checksum: e1ff88255d2c3bc6dd8b7123f1f532a7 (MD5) / Made available in DSpace on 2015-08-18T19:58:37Z (GMT). No. of bitstreams: 2 Dissertação - Tacilene C Pereira.pdf: 1083588 bytes, checksum: 3e45d91b1fe0e44c3b1635175094f4cb (MD5) Ficha Catalográfica.pdf: 1873 bytes, checksum: e1ff88255d2c3bc6dd8b7123f1f532a7 (MD5) Previous issue date: 2015-06-15 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This piece of work aims to make clear the Mathematics Moulding as an excellent strategy of teaching that makes possible to the student investigate, discuss and search to understand through mathematics instruments, situations of his quotidian. Two mouldings are presented in this work, specifically the model of Malthus, that were achieved with secondary students, one related to pregnancy in adolescence and another dealing with analphabetism in Brazil, common themes in the quotidian of the student. / Este trabalho visa evidenciar a ModelagemMatemática como excelente estratégia de ensino que possibilita ao aluno investigar, questionar, e buscar compreender, por meio de instrumentos matemáticos, situações do seu cotidiano. Nele são apresentadas duas modelagens, especificamente do modelo de Malthus, que foram realizadas com alunos do Ensino Médio, um relacionado a gravidez na adolescência e outro tratando do analfabetismo no Brasil, temas comuns ao cotidiano do aluno.

Likvärdig undervisning är en viktig del av svensk skola. Forskning visar däremot att målet med att bedriva en likvärdig undervisning är svår att genomföra i praktiken. Samtidigt som likvärdigheten försämras i svensk skola, verkar elevernas läsförståelse gå i samma riktning och fler är i lässvårigheter än tidigare.   Den här studien har som syfte att bidra med kunskap om likvärdighet i undervisning, med ett särskilt fokus på elever i lässvårigheter. Genom kvalitativa intervjuer med sex lärare på högstadiet undersöker studien hur lärare beskriver sina erfarenheter kring likvärdighet och vilka undervisningsstrategier de använder för att hjälpa elever i lässvårigheter bli delaktiga i läsundervisningen.   Resultatet visar att lärarna anser att likvärdig undervisning är svårt och att det inte finns tid att anpassa undervisningen efter varje enskild individ. Detta visar sig även när lärarna diskuterar läsundervisningen, där mycket fokus läggs vid att hjälpa elever i lässvårigheter. Resultatet visar även att lärarna ser ett ökat behov av att låta elever läsa mer skönlitteratur och att fler är i lässvårigheter än tidigare. Lärarna beskriver hur de använder olika undervisningsstrategier för att elever i lässvårigheter ska bli delaktiga i läsundervisningen. Studiens slutsats är att lärarna upplever att undervisningen inte är likvärdig, då den i större utsträckning anpassas efter elever i lässvårigheter. / Equitable teaching is an important part of the Swedish school system. Research on the other hand shows that equitable teaching is difficult to achieve in practice. At the same time as equity is deteriorating in Swedish school, students' reading comprehension also seems to be deteriorating and more people are having reading difficulties than before.   The purpose of this study is to contribute with knowledge about equitable teaching. Through qualitative interviews with six teachers in secondary school, the study examines how teachers describe their experiences of equity and which teaching strategies they use to help students with reading difficulties become included in reading instruction.  The results show that the teachers consider equitable teaching difficult and that there is no time to adapt the teaching to each individual. This is also apparent when the teachers discuss reading instruction, where a lot of focus is placed on helping students with reading difficulties. The results also show that the teachers see an increased need of letting students read more fiction and that more students are in reading difficulties then before. The teachers use different teaching strategies to make sure that students in reading difficulties are included in reading instruction. The study concludes that the teachers feel that the education is not equitable, as it to a greater extent is adapted to include students with reading difficulties.

In a globally interdependent world, teachers are charged with preparing learners for a complex, interactive world. This educational challenge requires teachers to develop learners with critical, creative and conceptual minds, while still teaching the required content. Therefore developing the individual learner's ability to construct personalised meaning for new concepts is a prerequisite for the classroom. So is the development of the learner's ability to solve increasingly complex problems in the learning area as well as in daily life. This revivefies the question of how to plan, structure and assess in order to accommodate these requirements while enhancing learner abilities and achiement. / Teacher Education / D.Ed. (Didactics)