Thesis advisor: Katherine L. McNeill / Recent science education reform documents and standards, such as the Next Generation Science Standards (NGSS), call for school science to better reflect authentic scientific endeavors by highlighting the centrality of students engaging in science practices. This dissertation study focuses specifically on argumentation (through the modality of talk), one of the eight science practices emphasized in the NGSS. Although extensively studied, argumentation rarely occurs in classrooms. The absence of this science practice in classrooms is partly due to the student-driven exchanges required by argumentation differing greatly from the interactions that occur during traditional instruction, where students primarily speak to and through the teacher. To transform the type of talk that occurs in science classrooms it is necessary to examine discourse patterns, as well as the roles classroom members take on, in order to identify and develop strategies that can facilitate the shift in discourse norms. This dissertation employs a mixed-methods approach, using social network analysis (SNA), multiple case study methodology, and discourse analysis (DA), to deeply examine video recordings of three middle school classrooms engaged in argumentation through a science seminar (a type of whole class debate). Findings from the SNA highlight the importance of argumentation research integrating a focus on argument structure with dialogic interactions, and point to the benefits of using multiple types of representations to capture engagement in this science practice. Furthermore, examining the manner by which teachers articulated student expectations and goals for the argumentation activity suggest the need to continue supporting teachers in developing and using rich instructional strategies to help students with the dialogic component of argumentation. Additionally, this work sheds light on the importance of how teachers frame the goals for student engagement in this science practice, specifically as being either individual goals or communal goals. Lastly, findings from the DA stress the relationship between discourse patterns and interactional norms, and also suggest the need to expand our perspectives of who can prompt for critique during an argumentation activity.

何明生. / 複印本. / Thesis (M.A.)--香港中文大學. / Fu yin ben. / Includes bibliographical references (leaves 109-120). / He Mingsheng. / Thesis (M.A.)--Xianggang Zhong wen da xue.

Conversational prosody or tone of voice (e.g. intonation, pauses, speech rate etc.) plays an essential role in our daily communication. Research studies in various contexts have shown that prosody can function as an interactional device for the management of our social interaction (Hellermann, 2003, Wennerstrom, 2001, Wells and Macfarlane, 1998, Couper-Kuhlen, 1996). However, not much research focus has been given to the pedagogical implications of conversational prosody in classroom teaching and learning. Informed by Community of Practice theory (Lave and Wenger, 1991) and Academic Task and Social Participation Structure (Erickson, 1982), which place participation at the core of the learning development, the current research employs an exploratory case study to examine the function of speech prosody during the co-construction of classroom talk-in-interaction in and between different classroom activities (e.g. whole class instruction, group discussion, group presentation, etc.). Audio–video data of classroom lessons were collected over a two-month period. Transcribing conventions described by Atkinson and Heritage (1984) were adopted to note the prosodic features in the recordings. Prosodic features such as pauses, volume, intonation, and speech rate were set as the main criteria for analysing the classroom talk. Analysis of the transcripts showed that speech prosody can function as a coordination tool for language learners to organise their social participation roles in collaborative learning activities (e.g. forming alignment, managing turn-taking, signalling repair sequences, etc.). The research also showed that prosody can function as a pedagogical tool for language teachers to manage classroom interactional ground (e.g. provide scaffolding, align academic task structure and social participation structure, frame classroom environment, etc.). Moreover, the research showed that prosodic analysis can be an effective tool in unfolding the pedagogical importance of classroom interaction (e.g. IRE/F sequences) in classroom teaching and learning.

This study explores the ways in which story is used as a resource for learning and teaching in the primary school classroom. Definitions of story are explored and theoretical perspectives on narrative modes of cognitive processing, metaphor and analogy are discussed. Story is widely used in the primary school classroom in Scotland, particularly in the Early Years (primaries 1-3), and an attempt is made to ascertain how far this is systematised, drawing on the perspectives of teachers and pupils in Scottish primary schools. A combination of quantitative and qualitative methods is used to attain an understanding of the way that story is used and perceived in the classroom. The data that inform the study were collected in five parts – focus group interviews with storytellers and teachers; a local (Angus) teacher survey and student teachers’ observations; surveys undertaken with schoolchildren in a Dundee primary school; interviews with teachers and primary school pupils in Angus, and a national teacher survey. Results from the study show that systematic approaches to story are in use in Scotland, and that in addition to teachers, pupils also demonstrated a good deal of knowledge about the use of story in the classroom. Results from the national survey also indicated systematic approaches to story use. There is some discussion on the articulation of story-based approaches to learning and teaching with the Scottish national curricular guidelines (Curriculum for Excellence), and suggestions are made as to how story might be used in Initial Teacher Education programmes.

The purpose of this quantitative correlational study was to examine the relationship between student perceptions of classroom climate and student growth in high-poverty schools. More specifically, this study analyzed the relationship between Tripod Student Perception Survey classroom favorability ratings and Tennessee Value-Added Assessment System (TVAAS) gain scores for students in grades 3 through 8 in a medium-sized school district in Northeast Tennessee during the 2012-2013 academic year. The data were gathered from approximately 1,500 fourth and fifth grade students from 6 elementary schools and 2 K-8 schools as well as approximately 1,300 sixth, seventh, and eighth grade students from 3 middle schools and 2 K-8 schools. The analysis of data found statistically significant relationships between student perceptions of caring and reading TVAAS gain scores among students in grades 4 and 5, student perceptions of conferring and math TVAAS gain scores among students in grades 4 and 5, as well as student perceptions of captivating and math TVAAS gain scores among students in grades 4 through 8. The study did not reveal statistically significant relationships between student perceptions of challenging, clarifying, consolidating, or controlling and reading or math TVAAS gain scores.

In order to equip teachers for the complexity of their job, teacher education programs have shifted away from training teachers in exactly what to do, focusing instead on how to approach the classroom. Teacher educators are working towards programs that develop beliefs that directly and positively affect the actions of teachers in the classrooms (Darling-Hammond, 2006). One particularly interesting case of teachers-in-training are graduate teaching assistants (GTAs), because they are both students and teachers simultaneously. In addition, GTAs are often learning how to teach while organizing, managing, and instructing classes, with varying levels of experience, training, responsibility, and support (Jordan & Howe, 2018; Patel, 2017). Although there is a body of work exploring the roles GTAs play as students and in institutions (Jordan & Howe, 2018; Park, 2004), GTAs have not generally been examined as classroom teachers. This study explores language GTAs’ beliefs about teaching, how their beliefs connect to their practice, and factors that affect their ability to implement their beliefs using data collected through semi-structured interviews and classroom observations. The findings show that GTAs (1) describe, instead of state, their beliefs focusing on classroom atmosphere and communicative language teaching factors; (2) are able to demonstrate their beliefs at least some of the time in their teaching; and (3) report contextual factors, such as time constraints and departmental training, that both hinder and facilitate their ability to implement their beliefs in their practices. Based on these findings, it is suggested that GTAs be provided opportunities to explicitly identify and reflect on their beliefs, make clear and accurate connections between their teaching and their beliefs, and experience an appropriate balance of support and autonomy. These suggestions are made so that GTAs might be more successful in integrating their beliefs and practices in ways that allow them to fulfill their roles as students and teachers well.

Research has confirmed the benefits of incorporating technology, such as course websites, within public school classrooms to enhance student learning. However, many teachers do not incorporate technology or class websites. The purpose of this case study was to investigate technology integration within classroom websites to enhance student learning. Guided by the theory of constructivism, the concerns-based adoption model, and the technological pedagogical content knowledge framework, the research questions focused on teachers' perceptions of how a classroom website influences teaching practices and the key benefits of technology integration. Data were collected from 12 certified teachers in 2 middle schools who were identified as utilizing well-developed websites in their instruction. Interviews and websites were used to collect data, which were coded using inductive analysis of categories recorded on a matrix and reviewed for common themes. The participants indicated that technology integration within a classroom website benefited teaching practices and enhanced student learning through communication, personalized learning, and the development of 21st-century skills. The findings from this study were used to create a 3-day professional development for the local district to provide technology integration support for middle school teachers. Implications for social change include helping educators integrate technology through the development and use of classroom websites to enhance student learning.

Thesis (MPA.) --University of Limpopo, 2011 / The research report seeks to investigate and analyse the performance of the Vhembe FET College as compared to the national objectives for Human Resources Management and the formulation of a meaningful policy and practice of effective human resources development practice Design/methodology/approach:The research report is based on an in-depth literature of review of human resources development (HRD) and primary sources data.Primary data generated from self-completeing questionaire and interview schedule tools covering small distinct group of fifty employees selected from three campuses and the central office of Vhembe FET College.Findings:Amongst others,it was found that Vhembe FET College indeed has human capacity challenges which manifest by at least four major issues.These pertain to the level of the personnel's awareness and knowledge about the college's human resources development function,selection of personnel for human resources training courses,the relevance of the HRD training courses to the nature of specific job performance,and the quality of post-training support system.Pratical implications:Addressing the human resource capacity challenges has enormous strategic and financial resource implications for policy makers in transition and developing economies,due to their over-reliance on external donors for funding.:Originality/value:The research report provides an answer to the need to develop processes which is linked to a national strategy of training college lectures and ensuring that there is a coherent framework of lecturere development.Of much value is that the results were from the perspective of the selected employees whose day-to-day inputs are critical for efficiency and effectiveness of college management and planning.

This study hypothesized that students in a constructivist classroom would perform better academically than students in a traditionalist classroom. The methodology used was a multi~method approach utilizing both quantitative and qualitative techniques.Two separate classrooms of students in a 10th grade general science program were selected to serve as the experimental and control groups. One group was taught the material using traditional teaching methods in a traditional learning environment, functioning as the control group. The second group was taught the same basic material using constructivist methods in a constructivist learning environment.The most significant finding of the study was that students in the constructivist classroom scored higher on the achievement test than students in the more traditional classroom, even though constructivist approaches tend to focus on different assessment tools. Although the study lends support to the major hypothesis, it should be noted that further research must be conducted in this area. Samples of larger than 23 would ideally be chosen and more classes in multiple schools should be used. The use of a convenience sample; such as was done in this study, tends to limit the implication of the results, because the endings can only be strictly said to be true for classes in this particular school.

This thesis addresses the problematic relationship between teacher personal philosophies of science and teacher pedagogy. The research literature on philosophy of science and its impact on science education identifies the persistence and pervasiveness of traditional philosophies of science, such as inductive-empiricism and positivism, that misrepresent the practice of science. Although researchers have expressed concern about the influence of teacher beliefs in inductive-empiricism and positivism on teacher practice in the science classroom, the results of research in this field are inconclusive.This thesis reports an interpretive research study of three high school science teachers. An interpretive framework was developed in order to assist in the identification of teachers personal philosophies of science. The framework comprises philosophical theories of ontology, epistemology, and theory building, and the key assumptions of major philosophers of science.Interpretive analyses were conducted on classroom discourse in order to examine the influence of the three teachers personal philosophies of science on their teaching practice. Data were collected by means of participant-observation, audio-tape recordings, and teacher and student interviews. The validity of the research was optimised by using triangulation methods.The results of the thesis in the form of general assertions, indicate that experienced teachers personal philosophies of science comprise well-established and strongly integrated networks of ontological, epistemological, and theory building beliefs based on the traditional philosophies of science of inductive-empiricism and positivism. The results indicate also that a strong relationship exists between teachers traditional personal philosophies of science and teacher-centred classroom roles and teaching practices, and that this relationship is reinforced ++ / by institutional factors such as curriculum policy and teaching resources, and laboratory design and classroom organisation.These results have important implications for the implementation of constructivist-oriented curriculum reforms in school science.