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Effectiveness of small group instruction for children with severe mental handicapMui, Chak-pong, Michael. January 1995 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 102-106). Also available in print.
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A study of collaborative learning in biologyChan, Sing-fai. January 1998 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 170-183). Also available in print.
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Learning of environmental chemistry and information technology skills through computer-mediated cooperative group investigationNg, Yan-wing. January 1998 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 76-82). Also available in print.
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Association of selected variables with objectivity of procedures used by Louisiana cooperative extension agents to evaluate accomplishments of educational objectivesFlint, Bruce, January 1966 (has links)
Thesis (Ph. D.)--University of Wisconsin, 1966. / Extension Repository Collection. Typescript (photocopy). Includes autobiographical sketch of author. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 126-129).
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How can cooperative learning be developed to enhance the teaching of biology at secondary school level?Pillay, Paramasivan January 2001 (has links)
This research was undertaken by a group of practising teachers as a collaborative effort to develop a cooperative approach to the teaching of Biology at Secondary School level. The research focussed on Grade 10 learners at three different schools over a period of one full academic school-year. During this time, four complete cycles within an action research framework were completed and reflected upon. Learners were then surveyed by means of a questionnaire and follow-up interviews. The reflective sessions, together with the responses from the questionnaire and interviews, provided a wealth of information with regard to the development of a cooperative approach to teaching. The cooperative classroom is vastly different from the traditional one. Here, new roles are assumed by both teacher and learner. Learners are largely expected to take charge of their learning experience in the classroom. The teacher, while still responsible for facilitating this learning experience, delegates authority to the learners. It was the experience of the group that the relationship between teacher and learner, as well as between learner and learner, vastly improved in the cooperative class where the participants were more relaxed. Over time, learners became more accountable in terms of their work and learning. Learners’ self-esteem and self-confidence grew, and the majority of learners indicated that their understanding of the work improved. Furthermore, the cooperative structure encouraged and developed self-discipline in the learners. In the early stages of this research, the group did find certain behaviour to be inhibiting: excessive noise, laziness, too much tomfoolery, and absenteeism. These problems were easily addressed within the action research framework, and were nearly non-existent by the end of the research. The group also found that: (i) cooperative lessons required more time than traditional lessons, often at the expense (justifiably) of the syllabus, and that: (ii) cooperative lessons played a major role in reactivating learner interest towards the learning process both in and outside the classroom.
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A mindfulness-based burnout prevention program for elementary school social workers and colleagues to promote resiliency| A grant proposalMeza, Luis Adolfo 13 April 2016 (has links)
<p> Working in school settings can present school social workers, teachers, and counselors with multiple risk factors that increase their likelihood of experiencing burnout. Providing direct services to students on a regular basis can have a negative impact on their overall sense of well-being along with other factors associated with being employed as a social service provider. Promoting Resilient School Personnel project (PRSP) consists of a series of on-site mindfulness-based stress reduction (MBSR) workshops aimed at providing school social workers, teachers, and counselors at a public school in Los Angeles County with the resources to understand and help prevent burnout, the opportunity to learn and practice different mindfulness-based techniques, and strategies to establish long term self-care habits that promote a high sense of well-being. A potential funder was identified, although actual funding and submission of this grant proposal were not requirements for the successful completion of this project.</p>
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The effects of co-operative learning on student performance in English as a second language with specific reference to Madadeni College of EducationKhumalo, Kwazi Herman 03 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The writing of this thesis has been an attempt to respond to the problem of
students who do not seem to be able to express themselves succinctly and
clearly in English. Madadeni College of Education enrols students who have
passed grade twelve, at least most of them have passed English. Their passing
English at grade twelve presupposes that they can use English freely during the
teaching and learning situation, for all courses are studied and presented through
the medium of English.
On realising this serious handicap the researcher decided to come up with
something that can probably help contribute in shaping good prospective English
teachers who will in turn teach many generations to come.
There was decided on co-operative learning as the possible technique that can
be used in higher education with the view to influencing students to use English
practically. It needs to be stressed that co-operative learning is a learning
technique or strategy (not a teaching method) that is used to make participants
use English practically.
The central problem of this thesis therefore is that students fail to express
themselves clearly in English. This means the sample of sixty student
participants who were drawn from the primary section of teacher training got
involved in practical co-operative learning activities in order to practice English in
small manageable co-operative learning groups. Co-operative learning is a
special type of group work where each participant is given a specific function or
task to do.
Chapter 1 of this thesis explores the problem of the research and is followed by
the hypothesis. The purpose of the research is spelt out that it is to examine and
diagnose how co-operative learning can be used as an instrument for improving
students' English-speaking skills through active and participatory learning. The research methodology, which uses a descriptive approach becomes part of
this thesis. It outlines the activities that are part of this research.
Student participants became involved in practical co-operative learning for three
weeks. After these activities had been completed, a questionnaire was
developed and constructed. The purpose of the study was to examine and
diagnose how co-operative learning can be used as an instrument for improving
students' English-speaking skills through active and participating learning.
Student respondents or participants were respondents.
Chapter 2 deals with a critical review of the literature which was completed
mainly to identify possible solutions and effective ways to educate the next
generations about the problem.
Chapter 3 focuses on the research and the research methodology where a
research design, which spells out the population sample, research procedures
and the design of the questionnaire are central.
Chapter 4 deals with the presentation, analysis, and interpretation of the results.
As a penultimate chapter, the researcher is able to evaluate (from student
participants' responses) the success or the shortfalls of the research.
Chapter 5 focuses on the synthesis of findings, conclusions, recommendations
and the conclusion of this research. / AFRIKAANSE OPSOMMING: Die skryf van hierdie tesis was 'n poging om die probleem aan te spreek van
studente wat dit moeilik vind om hulle duidelik en bondig in Engels uit te druk.
Die meeste studente wat met die vereiste graad 12-kwalifikasie tot Madadeni
Onderwyskollege toegelaat word, het ook in graad 12 in Engels geslaag. Dit
veronderstel dat hulle tydens die onderrig-en-Ieerproses Engels met gemak
behoort te kan gebruik, maar dit is ongelukkig nie so nie. Alle kursusse by
genoemde kollege word deur medium Engels aangebied.
Hierdie ernstige leemte ten opsigte van Engels waarmee die studente te kampe
het, het die navorser gemotiveer om 'n bydrae te maak tot die ontwikkeling van
goeie Engelse onderwysers wat vir vele toekomstige geslagte waardevolle
onderrig kan gee.
Daar is besluit om kooperatiewe leer in die navorsing te gebruik as In moontlike
tegniek wat in hoër onderwys aangewend kan word ten einde studente aan te
moedig om Engels te gebruik. Daar word beklemtoon dat kooperatiewe leer 'n
leertegniek of -strategie is (nie 'n leermetode nie) wat gebruik word om
deelnemers te motiveer om Engels in die praktyk te gebruik.
Die kernprobleem waarmee hierdie tesis te make het, is dat studente hulle nie
duidelik in Engels kan uitdruk nie. Die steekprroef van 60 studente wat vanuit die
primêre afdeling van onderwyseropleiding getrek is, het betrokke geraak by
praktiese kooperatiewe leer-aktiwitete, om sodoende in klein, beheerbare
kooperatiewe groepe Engels te praat. Kooperatiewe leer is 'n spesiale soort
groepwerk waar elke deelnemer 'n spesifieke funksie vervul, of 'n besondere taak
het om uit te voer.
Hoofstuk 1 van hierdie tesis ondersoek die navorsingsprobleem. Die hipotese
volg daarop. Die doel van navorsing word uiteengesit, naamlik om te ondersoek en te diagnoseer hoe koëperatiewe leer aangewend kan word om studente se
taalvaardigheid in Engels te verbeter deur aktiewe en deelnemende leer.
Die navorsingsmetodologie, wat 'n beskrywende benadering volg, is deel van
hierdie tesis, en dit skets die aktiwiteite wat deel uitmaak van hierdie navorsing.
Deelnemende studente was vir drie weke lank betrokke by praktiese
koëperatiewe leer. Daarna is 'n vraelys geïmplementeer. Die doel van die studie
was die ondersoek en diagnose van hoe koëperatiewe leer as instrument gebruik
kan word om studente se "engels-sprekende" vermoëns deur aktiewe en
deelnemende leer te bevorder.
Hoofstuk 2 is 'n kritiese oorsig van die literatuurstudie, wat hoofsaaklik gerig is op
moontlik oplossings en effektiewe maniere om nuwe studente aan die probleem
bloot te stel.
Hoofstuk 3 belig die navorsing en die navorsingsmetodologie. 'n Navorsingsontwerp
wat die steekproef, navorsingsprosedures en die vraelysontwerp
uiteensit, staan sentraal.
Hoofstuk 4 behandel die aanbieding, ontleding en interpretasie van die resultate.
Uit die deelnemende studente se reaksie poog die navorser om die suksesse en
tekortkominge van die probleemgebied te bepaal.
Hoofstuk 5 sluit die tesis af met 'n sintese van die bevindinge, afleidings en
aanbevelings van die navorsing.
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Toward a cooperative learning process in building social cohesion in a Grade 10 Geography classroom : an action research approachBooysen, Barry 03 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This mini-thesis documents two action research projects which I conducted as a teacher
researcher in my Grade 10 Geography classroom. The research was an attempt to
improve my teaching as a Geography teacher and to enhance social cohesion in my
classroom.
This mini-thesis investigated the following research questions: How can cooperative
learning be used in a Geography classroom to build and improve social cohesion amongst
students? And how can I improve my own teaching practice? The focus of the study was
on cooperative learning as a teaching strategy, while action research was the research
methodology. Two action research projects were completed and reflected upon within the
action research framework. This mini-thesis, which include two action research projects, is
based, underpinned and influenced by the critical theorists such as Darder (2007), Dewey
(1938) Freire(1972), Habermas (1972), Giroux (1988), McNiff (2002, 2006, 2010) and
Waghid 2011).
In reflecting on my practice, I realise that there is a problem in terms of helping students to
foster an promote positive social relationships and working together in the classroom. In
this mini thesis I contend that cooperative learning holds the potential to improve social
cohesion and social relationships amongst students.
Cooperative learning emphasises cooperation as integral to students’ success and
because of this cooperative learning has been found successful in fostering positive
intergroup attitudes in classrooms. South-African teachers in recent years have been
compelled to embrace a more learner-centred approach as opposed to a teacher-centred
approach. I believe cooperative learning could be instrumental in enhancing learner
performance and promoting positive social relationships amongst classmates.
I consider my teaching practice to have certain defects and through action research I can
investigate and reflect on this with a view of improving my practice. Self-reflection and
introspection led me to critically examine my classroom practice. In this research I also
tried to encourage students to interact with one another in a positive way. This study uses
cooperative learning as a teaching strategy to enhance working together between students
in a classroom and enhance social cohesion.
At the time of this study the Department of Basic Education introduced Curriculum
Assessment Policy Statements (CAPS) as the official curriculum of South Africa. CAPS
consequently has an influence on my teaching practice. We adhere to departmental
policies and try to comply with curriculum delivery often to the detriment of the needs that
learners might experience in the school, such as nation building and maintaining
relationships that contribute to the total development of the learner. What further motivated
me to address my classroom practice was that my teaching style was still very similar to
the way my previous teachers taught me. I was still caught up in the traditional mode of teaching and learning where the “teacher talks and the learner listens” There was no
innovation that characterised my teaching practice. In an attempt to address the issues
that concern me, I asked the following critical research questions in this mini-thesis:
1 How can cooperative learning be used in a Geography classroom to develop social
cohesion amongst learners?
2 How can I improve my own teaching practice?
I would like to believe and set out to establish whether the cooperative classroom is
different from the one in the traditional teaching environment; both the teacher and student
adopt new roles. The teacher becomes a facilitator and the cooperative lessons imbue
learners with confidence and enhance social relationships.
In Chapter One I give a background to the study. I describe the educational challenges
that face South Africa and I set out to locate what I would regard as the problem in my
teaching.
Chapter Two is my literature review. In this chapter, I give a detailed account of
cooperative learning. Due to the limited scope of this study and the many facets of
cooperative learning, I contend that as a researcher, I cannot deal with cooperative
learning in its entirety.
In Chapter Three I focus on action research as the research methodology which I
employed in this study. I give a brief historical perspective on the development of action
research, define it, explain how it operates and give an account of how action research
works.
Chapter Four and Five provide a description of the two action research projects that I
undertook with my Grade 10 Geography classes. In these two chapters I give an account
of my two action research learning projects.
Chapter six is the concluding chapter. I reflect on the research projects and try to map the
future of cooperative learning as an educational strategy that could transform the
classroom and ultimately contribute to nation building. / AFRIKAANSE OPSOMMING: In hierdie mini- tesis dokumenteer ek twee aksienavorsingprojekte wat ek as onderwysernavorser
in my Graad 10 Geografieklas uitgevoer het. Hierdie navorsing was ʼn poging om
my onderrigpraktyk as Geografie-onderwyser te verbeter om sosiale samehorigheid in my
klaskamer te verbeter.
Hierdie mini-tesis het die volgende navorsingsvrae beantwoord: Hoe kan koöperatiewe
leer in ʼn Geografie klaskamer gebruik word om sosiale samehorigheid tussen leerders te
verbeter en te bou? En hoe kan ek my eie onderrigpraktyk verbeter? Die studie het op
koöperatiewe leer as onderrigstrategie en aksienavorsing as navorsingsmetodologie
gefokus.Twee aksienavorsingsprojekte is binne die aksienavorsingsraamwerk voltooi en
oor besin. Hierdie mini-tesis wat twee navorsingsprojekte insluit, is gebaseer, onderskryf
en beinvloed deur die kritiese teoriste soos Darda(2007), Dewey (2008). Freire (1972),
Habermas (1972), Giroux (1988), McNiff (2002, 2006, 2010) en Waghid (2011).
Deur te reflekteer op my onderrigpraktyk, het ek besef dat daar n probleem is in terme van
hulpverlening aan leerders om hulle te help om positiewe sosiale verhoudings te
promoveer en saam te werk in die klaskamer. In hierdie mini-tesis is ek egter van mening
dat koöperatiewe leer die potensiaal het om sosiale samehorigheid en sosiale verhoudings
te verbeter tussen leerders
Koöperatiewe leer beklemtoon samewerking as noodsaaklik tot die sukses van leerders
en as gevolg daarvan is gevind dat koöperatiewe leer positiewe houdings tussen groepe in
klaskamers suksesvol bevorder. Oor die afgelope jare was Suid-Afrikaanse onderwysers
verplig om ʼn meer leerdergerigte benadering te volg eerder as ʼn onderwysergesentreerde
benadering.Ek is van mening dat koöperatiewe leer is bevorderlik vir die verbetering van
leerders se prestasie en die bevordering van sosiale verhoudinge tussen klasmaats.
Ek aanvaar dat my onderrigpraktyk sekere gebreke het en met aksienavorsing kan ek dit
ondersoek en daaroor besin met die oog op die verbetering van my praktyk. In hierdie
navorsing het ek gepoog om studente te ontwikkel om op ʼn positiewe wyse met mekaar in
wisselwerking te tree. Hierdie studie gebruik koöperatiewe leer as onderrigstrategie om
samewerking tussen leerders in ʼn klaskamer te verhoog en sosiale samehorigheid te
bevorder.
Toe die studie onderneem is, het die Departement van Basiese Onderwys die Kurrikulumen
Assesseringsbeleidsverklaring (KABV) as die amptelike kurrikulum vir Suid-Afrika
bekendgestel. KABV het ʼn invloed op my onderrigpraktyk. Ons kom departementele
beleide na en poog om aan kurrikulumaflewering te voldoen tot nadeel van die behoeftes
wat leerders op skool mag ervaar, soos nasiebou en behoud van verhoudings, wat bydra
tot die algehele ontwikkeling van die leerder. Besinning en introspeksie het daartoe gelei
dat ek my klaskamerpraktyk krities ondersoek. Wat my verder gemotiveer het om my
klaskamerpraktyk aan te spreeek was dat my onderrig styl baie dieselfde was as die van
my vorige onderwysers wat my onderrig het. Ek was vasgevang in die tradisionele manier
van onderrig en leer waar die “onderwyser praat en die leerder luister”
My klaskamerpraktyk was dieselfde as die van my onderwysers. Die manier waarop ek
onderrig, was dieselfde as wat my onderwysers gebruik het om my te onderrig. My
onderrigstelsel is nie deur innovering gekenmerk nie. In ʼn poging om die kwessies
waaroor ek bekommerd was aan te spreek, is die volgende kritiese navorsings vrae gevra
in hierdie mini-tesis:
1 Hoe kan koöperatiewe leer in ʼn geografie klaskamer gebruik word om sosiale
samehorigheid tussen leerders te ontwikkel?
2 Hoe kan ek my eie onderrigpraktyk verbeter?
Ek wil graag glo en vastel of die koöperatiewe klaskamer verskillend is van die tradisionele
onderrig omgewing; beide die onderwyser en leerder neem verskillende rolle aan. Die
onderwyser word ʼn fasiliteerder in die leer proses. Die koöperatiewe lesse ontwikkel
leerders met selfvertroue en verbeter sosiale verhoudinge.
In Hoofstuk Een gee ek die agtergrond tot die studie. Ek bespreek die opvoedkundige
uitdagings wat Suid- Afrika in die gesig staar en wil graag vastel wat ek beskou as die
probleem in my onderrig
Hoofstuk Twee is my literatuur studie. In die hoofstuk gee ek n gedetaileerde verslag van
koöperatiewe leer. As gevolg van die beperkte omvang van die studie en die baie fasette
van koöperatiewe leer is ek as navorser van mening dat ek nie koöperatiewe leer in sy
totaliteit kan behandel nie
Hoofstuk Drie fokus op aksienavorsing as die navorsingsmetodologie wat in hierdie studie
gebruik work. Ek gee ook n kort historiese perspektief van die ontwikkeling van
aksienavorsing, definieer dit, verduidelik hoe dit opereer en gee n verslag van hoe aksie
navorsing werk.
Hoofstuk Vier en Vyf gee n verduideliking van die twee aksienavorsingsprojekte wat ek
met my Graad 10 klasse onderneem het. In hierdie twee hoofstukke doen ek verslag van
my twee aksienavorsingprojekte
Hoofstuk Ses is die slot hoofstuk. Ek reflekteer op die aksienavorsingprojekte en prober
om die toekoms van koöperatiewe leer uit te stippel as n opvoedkundige strategie wat die
klaskamer kan transformeer en n bydrae tot nasiebou kan maak.
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Combining collaborative learning and interactive semantic mapping to enhance learning disabled adolescents' comprehension of content area concepts.Scanlon, David James. January 1991 (has links)
Collaborative learning activities are those that involve students in jointly constructing meaning and solving academic tasks (Damon & Phelps, 1989). Collaborative approaches to learning are particularly appropriate for learning disabled (LD) students who tend not to actively engage in learning activities (Torgesen, 1978; Wong, 1980). Activities of the interactive semantic mapping (ISM) strategy (Bos & Anders, 1989; Scanlon, Gallego, Duran, & Reyes, in press) provide students with opportunities to engage in collaborative learning. The purpose of this study was to determine how adding collaborative learning skills instruction to ISM strategy instruction would affect LD adolescents' comprehension of texts, collaborative skills performance, and participation in the ISM strategy and collaborative group activities. Subjects for the study were 32 LD adolescents with fourth grade or higher reading skills and IQs in the average range. Subjects were assigned to one of two treatment conditions and groups (n's = 4) within conditions. In one condition, subjects only learned the ISM strategy; in the other, subjects were instructed in both the ISM strategy and effective collaborative learning skills. Comprehension, collaborative skills performance, ISM skills performance and group interaction patterns were assessed at baseline, post test, and long term application, as well as at domain generalization and situation generalization. Findings indicate that virtually no significant differences occurred between conditions for comprehension or performance of collaborative or ISM skills. Significant differences were found for time. Comprehension, collaborative learning and ISM skills increased significantly from baseline to posttest. Students in both conditions were better able to generalize their skills at domain generalization than at situation generalization. Comprehension and skills use generally decreased at long term application. Interaction process analyses indicated that groups taught collaborative learning skills interacted in a marginally more collaborative manner than did ISM condition groups.
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"You mean we have to work together!?!" : a study of the formation and interaction of programming teams in a college course settingLargent, David L. January 2010 (has links)
This study explored how software development teams form and interact in a computer science college course setting and what an instructor can do to enhance effective teamwork. The experiences of computer science college courses’ teams are compared and contrasted to the theory of Bruce Tuckman’s stages of small group development model, which he characterized as forming, storming, norming, performing and adjourning. Participants repeatedly self-assessed their enthusiasm and skill levels over time on a questionnaire by agreeing or disagreeing to statements utilizing a five-point Likert scale. The data indicated that Tuckman’s model likely applies to software development teams in a computer science college course setting, although this could not be confirmed quantitatively. Indicators for which instructors or students can watch to identify a team that is struggling are provided along with some possible personality traits that may lead to a team’s success. / Background research and related work -- Tuckman's stages of small group development -- Definition of the research area -- Research and data analysis methods -- Data collection and analysis -- Conclusions and future directions. / Department of Computer Science
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