Thesis (Ph. D.)--Ohio State University, 2007. / Full text release at OhioLINK's ETD Center delayed at author's request

Thesis (Ph. D.)--Illinois State University, 2006. / Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Janice Neuleib (chair), Paula Ressler, Ronald Strickland. Includes bibliographical references (leaves 182-192) and abstract. Also available in print.

Thesis (Ph.D.)--Texas Christian University, 2007. / Title from dissertation title page (viewed May. 15, 2007). Includes abstract. Includes bibliographical references.

Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016. / The mathematics curriculum currently used in South African classrooms emphasises problem-solving to develop critical thinking. However, based on the local performance of South African Foundation Phase learners as well as performance in comparative international studies in mathematics, there is concern regarding their competence when solving mathematical problems and their use of meaningful strategies. This qualitative research study explores how writing can support Grade 3 learners’ mathematical problem-solving abilities. Writing in mathematics is examined as a tool to support learners when they solve mathematical problems to develop their critical thinking and deepen their conceptual understanding. The study followed a case study design. Social constructivist theory formed the theoretical framework and scaffolding was provided by various types of writing tasks. These writing tasks, specifically those promoted by Burns (1995a) and Wilcox and Monroe (2011), were modelled to learners and implemented by them while solving mathematical problems. Writing tasks included writing to solve mathematical problems, writing to record (keeping a journal or log), writing to explain, writing about thinking and learning processes and shared writing. Data were gathered through learners’ written work, field notes, audio-recordings of ability group discussions and interviews. Data were analysed to determine the usefulness of Burns’ writing methodology to support learners’ problem-solving strategies in the South African context. The analysis process involved developing initial insights, coding, interpretations and drawing implications to establish whether there was a relation between the use of writing in mathematics and development of learners’ problem-solving strategies. This study revealed an improvement in the strategies and explanations learners used when solving mathematical problems. At the end of the eight week data collection period, a sample of eight learners showed marked improvement in verbal and written explanations of their mathematical problem-solving strategies than before the writing tasks were implemented.

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Research grant proposals are a very important genre in many academic disciplines, and a window into which we are able to observe academic engagements and interactions. However, there has been little textual analysis of the genre and research on how successful scholars approach the writing task. Drawing on the social constructionist genre scholarship, this study collected and analyzed nine successful SSHRC (Social Sciences and Humanities Research Council of Canada) research grant proposals from nine professors in the field of education at a Canadian university. The proposals were examined in terms of three important textual features: generic structure, referential behavior, hedges and boosters. Semi-structured discourse-based interviews with the nine professors as insider informants were also conducted. The main findings of the study include the following: (1) A three-move scheme was developed in this study as reflecting the generic structure of research grant proposal summaries. In analyzing the main text of research grant proposals, I first recognized the ICMC pattern (Introduction-Context-Methodology-Communication of Results) as the overall structure; ten moves as the constitutive functional components were then identified under this pattern. (2) Non-integral (where the name of the cited author does not appear in the actual citing sentence), non-reporting (where no reporting verb such as show, establish, suggest is employed to introduce the cited work), and generalization (where the proposition is attributed to two or more sources) forms of citations were found to be predominantly used in the research grant proposals. Self-citation was also used with a high frequency in this genre. 3) The use of boosters was found to exceed the use of hedges, and the distribution of hedges and boosters were found uneven across the rhetorical sections. Interviews with the nine professors further reveal how communicative purposes, institutional practice, and reader-writer relationship co-constructed the format as well as the stylistic features of grant writing. The study provides genre analysts as well as novice grant writers some useful insights into the research grant proposal writing. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

According to Stangl (1994), Jalongo (2002), Richards and Miller (2005) and a host of other authors regarding publishing in educational journals, understanding the audience for an article is of utmost importance. Huff (1999) notes that an author must understand the audience for whom s/he writes. While much of this understanding of audience comes down to suitable topics (Silverman, 1982), articles must also fit the style of the journal to which it is being presented (Olsen, 1997). With this in mind, the purpose of this study is to characterize the writing style of academic writing in education. This research will involve exploring and analyzing various education and research journals, and through an analysis of individual education articles, delineating the writing style for academic writing in education. By looking at the various components of writing style, a writing style or various writing styles found in scholarly writing in education was determined. It was found that there is a definite style in academic writing in education with two other distinct subsets--journals associated with specific associations and journals with a purely quantitative focus. It is suggested that specific curriculum and instruction in writing style be added to the current study of research.

Thesis (MA)--Stellenbosch University, 2015. / AFRIKAANSE OPSOMMING: Hierdie studie het die invloed van die implementering van `n intervensieprogram ten opsigte van interaktiewe skryf op die skryfgedrag en skryfstrategieë van graad twee-leerders ondersoek. Ek het spesifiek gekyk na interaktiewe skryf as benadering om leerders se skryfvermoë te verbeter. Volgens Wood (1994:117) is die doel van die onderrig van skryf in die Grondslagfase om leerders as skrywers te help ontwikkel met die vermoë om hul gedagtes en idees in skrif te artikuleer asook die vaardighede om dit op `n gepaste manier aan te bied deur gebruik te maak van leesbare skryfstyl, standaardspelling en punktuasie en korrekte sinskonstruksie. Volgens navorsing gedoen deur die Weskaapse Onderwysdepartement met graad drie-leerders in die Wes-Kaap is bewys dat net ses en dertig persent van die leerders wat die taal- en wiskunde-toetsing doen, slaag (WKOD: 2006). Met die analisering van die uitslae het ek bevind dat die graad twee-leerders van ons skool sukkel met skryf. Om hierdie probleem aan te spreek en vir hierdie studie het ek besluit om op interaktiewe skryf te fokus omdat ek van mening is dat dit verskil van tradisionele skryfonderrigmetodes. McCarrier, Pinell & Fountas (2000:4) definieer interaktiewe skryf as `n dinamiese, geïntegreerde aksie waar die leerder aktief besig is om die deur middel van letters, woorde, en frases `n teks te beplan en organiseer. Fountas & Pinnell (2006:440) beskryf interaktiewe skryf as `n benadering waar jonger leerders saam met die onderwyser `n teks skryf en ontwikkel. Die onderwyser dien as fasiliteerder terwyl die leerders die teks ontwerp, skryf en herlees. Die navorsingsgroep bestaan uit ses graad twee-leerders wat aan `n intervensieprogram oor interaktiewe skryf blootgestel is. Die intervensieprogram het bestaan uit `n pretoets, `n hulpverleningsprogram en `n posttoets. Die data-analise het getoon dat die gemiddelde persentasies van die leerders in die posttoets in vergelyking met die pretoets 20% hoër is. Die studie het dus aangetoon dat die skryfintervensie die ses leerders se skryfvaardigheid verbeter het. / ENGLISH ABSTRACT: This research explored the influence of the implemention of an intervention program with regards to interactive writing as a strategy to improve writing behaviour and writing strategies of grade two learners. I specifically looked at interactive writing as a strategy to improve the writing abilities of learners. The purpose of the teaching of writing in the Foundation Phase is to develop learners into writers with the ability to articulate their thoughts and ideas in writing and to present it in the correct way by using legible writing styles, standard spelling and punctuation and the correct grammitical construction (Wood 1994:117). Recent research done by the Western Cape Education Department proved that only thirty six percent of grade three learners in the Western Cape can pass Language and Mathematics at a passrate of 50%. With the analyses of the results I found that the grade two learners struggled with writing. To address the problem and for this study I decided to focus on interactive writing to improve the writing abilities of grade two learners. McCarrier, Pinell & Fountas (2000:4) define interactive writing as a dynamic, integrated action where the learner is actively busy organizing a text through letters, words and phrases. Fountas & Pinnell (2006:440) describe interactive writing as an approach where younger learners work together with the educator to write the text. The educator is the fasilitator in the development of the text. The sample group consisted of six grade two learners who were exposed to the intervention program on interactive writing. The intervention program was divided into three parts, the pre-test, the support program and the post-test. The data-analysis showed that the average percentages the six learners obtained in the two tests improved by 20%. The study showed that the writing intervention had improved the writing abilities of the six learners through the use of interactive writing as a strategy.

<p>The purpose of this study was to investigate plagiarism among undergraduate students at a higher education institution in South Africa. There is evidence from previous studies that plagiarism is increasing world wide among higher education students. The emergence of the Internet has made plagiarizing worse as students can easily copy and paste information from the World Wide Web. This study investigated the occurrence, causes and trends of plagiarism among students in the Faculty of Applied Science at a higher education institution. It also examines student awareness of institutional policies and guidelines regarding plagiarism.</p>

Thesis (M.A.)--Marshall University, 2009. / Title from document title page. Includes abstract. Document formatted into pages: contains iv, 101 p. Includes bibliographical references p.100-101.