Intermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009, p. 363). Fortunately, elementary students have shown improvement in reading comprehension when explicitly instructed in cognitive and metacognitive strategies to comprehend expository text in settings that support collaboration and flexible application of comprehension strategies, and have meaningful opportunities for reading and writing (Mastropieri & Scruggs, 2004; Palincsar & Klenk, 1992). A method that includes these components is reciprocal teaching (RT; National Reading Panel, 2000). RT has been used during content area instruction to increase reading comprehension skills of intermediate elementary students without disabilities in general education classrooms (King & Johnson, 1999; Lederer, 2000; Lubliner, 2004). These reading comprehension gains have been maintained by students on follow-up tests after the RT intervention has been withdrawn (Palincsar & Brown, 1984; Westera & Moore, 1995). This study examined the effects of RT on the science literacy of intermediate elementary students (grades 4-5) participating in inclusive science classes. Students with learning disabilities (SWLD), students at-risk (AR), and students in general education (GE) participated in this study. General education teachers used RT with science texts to improve science literacy. Pre/post science quizzes were used to assess the effects of the RT intervention, and post/follow-up tests assessed potential maintenance of the RT. s / Analyses of the data showed that the RT intervention resulted in improved science comprehension overall, and for each student group. In addition, the results showed that the gains were maintained for the individual student grouping after the RT intervention was removed, although these gains were not found overall.The study demonstrated that the use of RT during science instruction in inclusive, intermediate elementary classes assisted students who are AR, SWLD, and students in GE to attain science knowledge using standard science texts and materials. These results extend the experimental literature on science literacy and reciprocal teaching, particularly among intermediate elementary students. / by Kim E. DiLorenzo. / Thesis (Ed.D.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

The Basic Concepts Mediated Learning Programme (BCMLP) was developed to enhance the cognitive and scholastic functioning of learners who experience barriers to learning in the early years of schooling in the South African context. The study aimed to initiate a process of evaluation of the efficacy of this metacognitive programme with Grade 2 learners from the &lsquo / Cape Flats&rsquo / , an historically disadvantaged community in Cape Town. The study was conducted simultaneously in two local education authorities by independent teams of fieldworkers in each of the education authorities. This quantitative, quasi-experimental, non-equivalent comparison group design study was implemented with learners who were equally assigned to an Experimental group (N=54) or Comparison group (N=55). English home-language and Bilingual (English and Afrikaans) learners made up a majority of the study sample. The study was conducted in English.<br /> <br /> Extensive pre-test and post-test batteries consisting of cognitive (information-processing), cognitive modifiability (dynamic assessment), and scholastic tests were used to collect data. A number of structured interview schedules including post-intervention teacher rating scales were also used for the purpose of data gathering. The results from the parametric and non-parametric methods of data analysis selected, revealed a pattern of significant pre- to post-study cognitive and scholastic gains in scores for learners in both the Experimental and Comparison groups (p&lt / 0.05). In addition, it was found that the study participants, irrespective of their designation to the Experimental or Comparison group became more modifiable and demonstrated enhanced information-processing abilities at the end of the study. Significantly greater gains were, however, attained by learners in the Experimental group in a majority of the areas assessed (7 out of 12) (p&lt / 0.05). Learners in the Experimental group were also found to be more responsive to instruction and modifiable than learners in the Comparison group.<br /> <br /> Learners who participated in the BCMLP were found to benefit with respect to their knowledge of basic concepts, cognitive and scholastic functioning. However, it was not possible to infer from the current study that findings were attributable to any one specific procedure (mediational teaching, concept teaching, vocabulary teaching and teaching to enhance information-processing) or process (Basic Concept Teaching Model) of this metacognitive programme. Furthermore, the study had a number of limitations and findings should be regarded with some caution until replication studies can be completed and the long-term effects of the study can be evaluated.<br /> <br /> The study provides some evidence for the efficacy of short-term, small group intervention programmes implemented by Learning Support Teachers within disadvantaged communities. The study also provides some initial evidence for the efficacy of the BCMLP (a specially designed metacognitive programme). The BCMLP was found to be both appropriate and manageable for Learning Support Teachers to implement in the South African context.

D.Ed. (Teaching Studies) / The traditional method of lesson presentation has in recent years come under scrutiny from various education quarters concerned with approaches to teaching and learning. The reason for this being the changing swing of thoughts concerning knowledge and learning, the new integrated lifelong learning approach for general and further education (NQF:1995a) and the shift of emphasis in teaching strategies. The realization has dawned on educationalists that presentation lessons should perhaps not be "the one skill to which most attention is directed during [in-service] training" (Ashman & Conway, 1993:61), but one of many skills that should receive undue attention by all lesson presenters. The aim has not been to eradicate the process of lesson presentation in its present format but rather to oscillate the emphasis due to the growing interest in the manner in which learning matter is presented (Durniny & Sohnge, 1986:98). Learning activities should be "planned in such as way that most [all] of the learners are involved in [thinking] activities at all times of the lesson and not excluded as commonly appears to be the case" (Elston, 1992:71). Unfortunately initiative, creativity and other teacher input is not a prerequisite for lesson and content presentation as is proven when examining policies brought about by education departments regarding requirements for the planning and presentation of lessons. It must however be mentioned that these are changing drastically and we, as educators in so doing have to adapt (Osborne, 1993:2). Hardy (1992:56) believes that there should always be a prototype [lesson plan] according to which all instructional activities should take place. Obviously some structure or guidelines are essential, especially pertaining to new, inexperienced teachers, but has one not been "too reliant for too long on hierarchical and sanction ridden modes of 'instructional supervision'" (Smyth, 1991:81) which includes lesson presentation...

This research considers the perceptions of an academic writing task held by a lecturer and first year students in the Philosophy department at the University of Zululand. The research takes as its starting point the following premises: that language is inextricably linked to learning; that each academic discipline has a particular discourse which students have to acquire in order to participate as accepted members of the academic community; that learning proceeds most effectively when teaching starts with what is known and moves into the unknown; and that learning takes place through experience and involvement, rather than transmission. The research suggests that many first year students bring with them to university an understanding of the nature of learning and of knowledge which makes it difficult for them to understand the implicit rules of the discourse of analytical philosophy. My investigation uncovered several of these rules in the study guide written for the course, but it appears that students were not able to discover them and, as a result, experienced great difficulty in fulfilling the assignment task in a way which promoted their understanding of the content. The research also shows that the lecturer's expectations of the task were far removed from the manner in which the students implemented the task. It is argued that the students appear to have reverted to their established writing strategies which consisted of simply repeating what the 'authority' has said. From this it is argued that unless rules of the discourse are made explicit to students, and students understand the content of the course, they will revert to copying and relying on other sources to tell them what to write. One way of making these rules explicit and encouraging students to integrate new knowledge with previous knowledge which they bring with them to university is through providing well-structured writing tasks, and where necessary, developing clearly defined assessment procedures. Writing is the principal means of mediation between the lecturer, who is trying to offer students entry into the discipline, and the student apprentice trying to make sense of the discipline and find his or her own 'voice' within that discipline.

Whole language approach.

This project used an active research approach in order to measure how the incorporation of Directed Listening-Thinking Activities (DLTA) in the classroom promoted increased production in English oral language skills for Spanish speaking fourth and fifth graders.

This case study documented a staff development program which was the major component of a public school/university partnership between Portland State University and the Lake Oswego School District, a suburb of Portland, Oregon. A select group of 34 Lake Oswego teachers and 4 administrators participated in the Joint Ventures in Instructional Leadership Program which included classes in learning and instructional theory, techniques of peer sharing, instructional strategies and models of teaching, and approaches to the teaching of higher order thinking skills. The program included 7 full days and 4 evenings of instructional training which occurred throughout the 1986-87 school year. The purpose of the study was to examine the professional growth process of teachers participating in the Joint Ventures Program and determine what effects the program had on instructional decision making and teaching practices. The study provides a full description of the program including: its background; assumptions, goals, and objectives; the selection process and characteristics of teacher participants; the planning process; and the program's content and activities. In addition, the study addresses the following questions: How did teachers perceive their professional growth experience? Did participation in the program bring about any changes in how teachers made instructional decisions? What skills and strategies, acquired through program participation, did teachers use and incorporate into their normal repertoire of teaching practices? Participant observation was the primary method of data collection used in this study. Other data collection techniques including interviews, questionnaires, video tapes, and documentation were also employed to provide multiple sources of evidence, thereby increasing construct validity of the study. These observational data were integrated and assembled into a chronological, narrative record of events, resulting in a descriptive account of the staff development process as experienced by Joint Ventures Program participants. The results of this case study indicated that the Joint Ventures Program was effective in promoting desired changes in teachers' approaches to instructional decision making and classroom practices. Several factors were found to influence these changes including a norm of collegiality, School District support, and an ongoing planning process based on participant feedback. The workshop instructor, teacher training activities, and program scheduling also affected the outcomes of the program. Joint Ventures Program participants viewed their overall professional growth experience in a very positive light.

Summaries in Afrikaans and English / This thesis is a conceptual exploration of the concept "critical thinking" and is chiefly aimed at everyone involved in education in the new South Africa. The investigation is contextualised by critically examining certain motives for such an investigation and by assessing the importance of encouraging people to think critically. The focus is first on the relationship between the concepts "critical thinking", "thinking" and "rationality". Then follows a thorough analysis of the concept "critical thinking". Preconditions for the use of the concept are identified. The last part of the thesis deals with the relationship between critical thinking, learning and critical thinking can level. teaching, and a discussion on how be improved and promoted at school / Hierdie verhandeling is ·'n konseptuele verkenning van die begrip "kritiese denke" en is veral gerig aan almal wat by die opvoeding in die nuwe Suid- Afrika betrokke is. Die verkenning word gekontekstualiseer deur sekere motiewe vir so 'n ondersoek krities te bespreek en die belangrikheid daarvan om mense aan te moedig om krities te dink te bepaal. Daar word vervolgens eers gekonsentreer op die verhouding tussen die begrippe "kritiese denke", "denke" en "rasionaliteit". Daarna volg n grondige bespreking van die beg rip "kritiese denke". Voorwaardes vir die gebruik van die begrip word nagegaan. Die laaste gedeelte van die verhandeling handel oar die verhouding tussen kritiese denke, leer en onderrig en daar word beredeneer hoe kritiese denke op skoolvlak verbeter en bevorder kan word. / Philosophy, Practical & Ststematic Theology / M.A. (Wysbegeerte)

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

<p>The aim of this study was to investigate the use of the &quot / Stories for thinking&quot / learning materials in one intermediate phase classroom in the Western Cape. The &quot / Stories for thinking&quot / project resulted from the Western Cape Education Department project, Cognition in Curriculum 2005. This project explored the potential role the cognitive education movement could play in accomplishing the goals of the Curriculum, especially the critical outcomes. The aim of the project was to investigate a range of strategies primary school educators could use to develop cognitive abilities.</p>