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Effects of cooperative learning on student learning outcomes and approaches to learning in sixth form geographyLai, Ling-yan, Edith., 賴靈恩. January 1991 (has links)
published_or_final_version / Education / Master / Master of Education
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A study of the effectiveness of group interaction perparation for the performance of students in group situationsChiang Ng, Kit-mei, Nancy., 吳潔美. January 1983 (has links)
published_or_final_version / Education / Master / Master of Education
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Group work in management education - the role of task design.Du Toit, Anna. January 2007 (has links)
<p>This theses examined adult learners' experiences of group work in management education. Group work is an integral part of learning and teaching methods at most business schools because it develops team skills demanded by today's workplace. Furthermore, group work in education is grounded in the belief that much learning happens through social interaction and that diversity within groups promotes learning. This study analysed learners' group experiences in a business school. The study also aimed to identify conditions that hinder and promote group interaction with a view to enhance learning.</p>
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Effects of student-student interaction on approaches to learning and on academic performanceLeung, Wai-yee, Winnie., 梁慧儀. January 1993 (has links)
published_or_final_version / Education / Master / Master of Philosophy
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Dilemmas of cooperative learning: Chinese students in a Canadian schoolLiang, Xiaoping 05 1900 (has links)
Research in cooperative learning in education generally and second language education in
particular has documented the apparently successful and simultaneous achievement of a number
of educational goals. For second language learners, these goals include developing the second
language (L2), maintaining the first language (L1), and acquiring content knowledge. However,
little research has examined the opinions of the learners themselves with regard to cooperative
learning together with the process of cooperative interaction. This study explores the opinions
and interactions of Chinese immigrant students engaging in cooperative learning in English as a
second language (ESL) classes.
Drawing on qualitative research and discourse analysis traditions, the study used multiple
methods of data collection in a Canadian secondary school ESL program: (1) individual
interviews were carried out with 49 Chinese students; (2) 120 hours of observations in natural
classroom settings were conducted; and (3) 30 hours of audio taped recordings of Chinese
students' interactions during cooperative learning activities were also analyzed.
The findings of the study present a complex picture of cooperative learning in the ESL
classroom. The Chinese students seemed to be sitting on the horns of cooperative learning
dilemmas between cooperation and individualism, between achieving results and sharing
understandings of the task, and between using L1 to help with L2 / content learning and
developing L2 for academic purposes. Particularly with cooperative learning goals of developing
L2, maintaining L1, and acquiring content knowledge, Chinese students had difficult choices to
make between developing L2 and maintaining L1, between using L1 for academic language and
developing academic language in L2, and between learning content in L1 and learning content in
L2.
At a detailed level, tensions and dilemmas that Chinese students confronted appear to be
intrinsic to the simultaneous pursuit of the three cooperative learning goals claimed for L2
learners. Cummins' (1991b, 1992) bilingual proficiency theory, which offers a possible
theoretical model of how these goals are related, needs to address the various conflicts and
dilemmas involved in these three cooperative learning goals. While recognizing other
contributing factors, this work suggests that cooperative learning dilemmas may arise from
conflicts of socially shared values and beliefs, and that discrepancies between Chinese students'
home educational culture and their present Canadian secondary school culture add a layer of
complexity to the dilemmatic situation of cooperative learning in an ESL context.
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Group work in management education - the role of task design.Du Toit, Anna. January 2007 (has links)
<p>This theses examined adult learners' experiences of group work in management education. Group work is an integral part of learning and teaching methods at most business schools because it develops team skills demanded by today's workplace. Furthermore, group work in education is grounded in the belief that much learning happens through social interaction and that diversity within groups promotes learning. This study analysed learners' group experiences in a business school. The study also aimed to identify conditions that hinder and promote group interaction with a view to enhance learning.</p>
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Mediating ESL learning through collaborative dialogue : an exploration of the processes occurring between Korean adults and their partners.Kim, Chinhyon, January 2005 (has links)
Thesis (Ph. D.)--University of Toronto, 2005.
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Team building practices employed by senior pastors to build healthy ministry teamsBallard, Paul H. January 2004 (has links)
Thesis (D. Min.)--Columbia International University, 2004. / Abstract. Includes bibliographical references (leaves 127-137).
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Looping versus nonlooping second grade classrooms : student achievement and student attitudes /Skinner, Jane Suzanne Niebrugge, January 1998 (has links)
Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 147-158). Also available on the Internet.
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Looping versus nonlooping second grade classrooms student achievement and student attitudes /Skinner, Jane Suzanne Niebrugge, January 1998 (has links)
Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 147-158). Also available on the Internet.
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