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Interdisciplinary performance and education the study, the project, and the challenge /Jester, Jennifer Ann, January 2008 (has links)
Thesis (D.M.A.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 271-274).
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Putting the pieces together designing a language arts curriculum that meets the needs of the young adolescent /Flint-Ferguson, Janis D. Hesse, Douglas Dean. January 1993 (has links)
Thesis (D.A.)--Illinois State University, 1993. / Title from title page screen, viewed March 2, 2006. Dissertation Committee: Douglas Hesse (chair), Richard Dammers, Elizabeth McMahan, Janice Neuleib. Includes bibliographical references (leaves 184-196) and abstract. Also available in print.
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Fostering mathematical understanding through collaborative explanationLau, Kwok-yin, Arthur. January 1900 (has links)
Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 93-101). Also available in print.
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Children helping children : a cooperative learning approach /Yamanashi, Julie E. January 2002 (has links) (PDF)
Thesis (B.Ed.(Hons)) - University of Queensland, 2002. / Includes bibliography.
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An explorative study of the effect of cooperative learning on creativity in craft design and technology /Leung, Kenneth K. P. January 2004 (has links) (PDF)
Thesis (Ph.D.) - University of Queensland, 2005. / Includes bibliography.
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A descriptive study of northwest Ohio seventh grade math teachers' attitudes and strategy integration used to promote literacy in the classroomHelm, Kerry L. January 2005 (has links)
Thesis (M.Ed.)--Bowling Green State University, 2005. / Document formatted into pages; contains xi, 71 p. Includes bibliographical references.
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Language and power at the preshcool : the competent interactional work of 'little children' in home-preschool communications /Leiminer, Michele January 2006 (has links) (PDF)
Thesis (Ph.D.) - University of Queensland, 2007. / Includes bibliography.
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Digital literacies and WAC/WIDHansen, Marcia M. January 2007 (has links)
Thesis (M.A.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 26, 2007) Vita. Includes bibliographical references.
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Cooperative learning strategies for teaching undergraduate tonal theoryOllen, Joy Elaine 11 1900 (has links)
The purpose of this thesis was to show that cooperative learning strategies are suitable
teaching techniques for the instruction of undergraduate music theory. Literature in music
theory pedagogy has concentrated primarily on content-based teaching issues and offers little
information on the range of teaching techniques available for promoting student learning.
Many instructors may be relying on traditional teaching methods with which they are
familiar-lectures, lecture-demonstrations and teacher-led discussions-to instruct tonal theory
classes and may not be aware of cooperative learning or its potential usefulness as another
instructional strategy.
The body of this thesis is divided into three main sections. The opening section
demonstrates how traditional teaching methods alone fail to meet many learning needs of
students and points to cooperative learning strategies as one alternative method that addresses
these needs. In the next section, cooperative learning is further defined in order to differentiate
it from traditional group work. The third and largest section contains ten sample lesson plans
based on topics central to first- and second-year tonal harmony courses. Each lesson includes
at least one cooperative learning technique and a discussion of why the particular technique was
applied to the topic.
Instructors of tonal harmony who are looking for additional teaching strategies that actively
involve the learners should consider using cooperative learning. The sample lesson plans
offered in this thesis illustrate how these techniques may be used either briefly in conjunction
with more traditional methods or on their own in more extensive activities. Variety within
cooperative learning strategies has also been demonstrated by providing techniques ranging
from simple, user-friendly ideas for the inexperienced, to more complex and challenging
activities requiring higher levels of experience and collaborative skills. A selected bibliography
is included to assist readers in becoming familiar with some of the resources available to those
who use cooperative groups for instruction. / Arts, Faculty of / Music, School of / Graduate
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The relationship between teachers' attitudes to the teaching of writing and whole-language/skills-based philosophiesMarshall, Ailsa January 1989 (has links)
This study investigated teachers' attitudes towards four specific strands isolated from views propounded in recent literature and research on the teaching of written composition. Much discussion in this field has focused on a "new paradigm" in that educators and researchers alike have come to view writing from a new perspective. Certain aspects of this new perspective on the teaching of writing appear to be shared by various sources in the literature. From this body of writing the researcher identified and isolated four distinct, though interwoven, shared values or "strands." These concerned Control on the part of the student-writer, Respect for what the student-writer has to say in his or her writing, Sharing the writing process, and Learning from writing by using writing as a tool for learning. A questionnaire was constructed to probe teachers' attitudes to each of these strands. Two sample populations, one with a whole-language and one with a non-integrated orientation towards teaching language, were identified. Twenty-five teachers from each population answered a three-part questionnaire. The main body of the survey probed attitudes to each of the strands. T-test results indicate that, while the whole-language oriented group reacted more favorably to all four strands in general, statistically this was highly significant in only two of the strands. That is, CONTROL on the part of the writer, and SHARING the writing process as in a community of writers appeared to be valued more highly amongst teachers with a whole-language orientation. This suggests that there may be a relationship between a whole-language orientation and these two aspects of teaching writing. / Education, Faculty of / Graduate
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