651 |
Whole language and teachers' perceptions of their classroom practice in reading and writingLloyd, Narelle J., n/a January 1993 (has links)
In NSW during the last decade there has been strong interest in
promoting theories that espoused a naturalistic and wholistic
approach to the teaching of reading and writing.
One such theory is the Whole Language Approach to teaching
reading and writing. The work of Brian Cambourne is integral to
this approach and his theory is that the principles of how young
children learn to become successful talkers can be applied to how
children best learn to become successful readers and writers.
This study was concerned with the teachers' perceptions of their
classroom practice and whether these perceptions - relating to
the teaching and evaluation/assessment of reading and writing -
reflected a whole language approach or a non-whole language
approach.
The results of this study indicate that although teachers perceive
that they predominantly favour classroom practices that are
considered as whole language, they still employ some practices
that are not considered to be whole language. Also, some
perceptions of classroom practice indicate that not all whole
language strategies are popular with teachers.
|
652 |
The more things change : enhancing the capacity of teachers to change their classroom practiceRichmond, Pam, n/a January 1997 (has links)
The major issue of this thesis is that for effective change in teachers'
classroom practice to occur, multiple actions are required at different
levels of participation, from federal and state education jurisdictions
through to school communities and individual classroom teachers. The
thesis supposition is that practical action factors in schools and the
community can be found which meet the needs of the change.
The history of attempts to achieve educational change through changed
classroom practice is littered with a range of different approaches, usually
one-off events. They have sometimes succeeded. Stakeholders, including
parents, social pressure groups and particularly governments have
increasing expectations of what it is that teachers can achieve in terms of
their students' learning outcomes. The degree to which actual teaching
practices are changed at the classroom level will depend on the degree to
which teachers are able to manage and implement change. However,
studies in the area of curriculum change reveal that the gap between
policy and practice remains an ongoing concern.
This thesis draws upon theory and applied research findings from the
traditions of educational change, health education, models of change,
evaluation and social science research methods. The purpose of this
thesis is to identify and make comparisons in the practical action factors
which enhance the capacity of teachers to change their classroom practice.
These are investigated through a multiple case study consideration of the
school context, the professional development inputs, and the classroom
programs. The patterns of effective practical action in the research study
would support the thesis supposition.
A multiple case study-theory building approach was used to analyse the
data from twelve school sites selected from the School Development in
Health Education (SDHE) Project. Data analysis employed the technique
of matrix displays, with several rounds of analysis in order to generate
some significant factors related to teacher change. The results were
considered for endorsement by an expert panel from the field in order to
enhance confidence in the validity and the reliability of the research
study.
Results from first round of analysis in the multiple case study showed
school team commitment, teachers' attitude to professional development
and community cooperation to be important factors in educational
change. The second round of analysis highlighted the importance of
placing the teacher at the centre of change when planning professional
development. Finally, the third round presents a summary of the factors
emerging from the analyses in five major focus areas: professional
development; principal leadership; school organisation and culture;
school team; and system support. The importance of the relationships
among these factors was recognised in their impact on teachers' abilities to
make educational changes in their classrooms.
The thesis has found that the professional decision-making and practice
of teachers is value added by the actions of other players - professional
development providers, school principals and education systems.
Teachers' capacity to change is enhanced by appropriate school-based
professional development, flexible school organisation, and the
opportunity to work collaboratively in school teams.
From the patterns emerging from the strong and weak clusters of cases
the thesis is able to make conclusions about teachers' professional practice,
professional development approaches, principal leadership, school
organisation, education systems and the nature of change. This thesis
shows that educational change requires multiple actions at different
levels of participation. Finally, the thesis offers recommendations to the
different players in the field: education systems, principals and
professional development providers.
|
653 |
Comparing theoretical analyses of student learning of science: the case of chemistry in a year 7 classroomXu, Li Hua January 2010 (has links)
This study sought to address two connections that are fundamental to studies of science teaching and learning in classroom settings. The first one is the connection between classroom instruction and student learning outcomes, and the second one is the relationship between theoretical choice and analytical results. In this study, two theoretical perspectives were employed in parallel to examine a sequence of nine lessons on the topic of “Matter” in a Year 7 science classroom. These two theoretical perspectives are: Distributed Cognition (Hutchins, 1995) and Variation Theory (Marton and Tsui, 2004). The results of each analysis were compared and contrasted in an attempt to identify their similarities and differences in describing and explaining the classroom practice documented.The analyses from both theoretical lenses pointed to several issues underlying student difficulties identified in this classroom, including the problematic macroscopic-microscopic relationship, the lack of attention to “substance”, and the taken-for-granted temperature conditions. However, the two theoretical perspectives differed in their capacity to accommodate learning at different levels, to address the connection between instruction and learning, and to identify and advocate the likely benefits of particular instructional approaches. Distributed Cognition unfolded the connection between teaching and learning by a careful examination of social interactions and the utilization of artefacts in these interactions. It speculated learning occurring in different types of social configurations and interactions found in a science classroom (e.g. collaborative activities). From the perspective of Distributed Cognition, the inappropriate employment or coordination of resources was the key factor contributing to the limited success in establishing shared understanding among the participants in the classroom. Variation Theory explicitly modelled the connection between instruction and learning through the idea of patterns of variation, and it provided some general principles to evaluate the teaching of a specific topic. From the perspective of Variation Theory, it was the lack of appropriate variation in the key attributes of the object of learning that contributed to the limited success in developing student capability to make differentiations between critical and uncritical aspects of a scientific concept. But current applications of Variation Theory do not include learning occurring in the private domain of the classroom (e.g. student-student interaction) and are silent on the role of collaborative activity (e.g. group work) in learning.The juxtaposition of the parallel analyses showed that the two theories are complementary and mutually informing in their explanations of the documented classroom practice. But their assumptions about what constitutes learning and what contributes to that learning differed from each other. This study suggested that we should focus our attention on the identification of the contingencies of compatibilities in our efforts to combine or synthesize elements of different theories. In this study, the local combination of the results generated from the parallel analyses contributed to a more complete understanding of science learning as it occurred in the classroom.The findings of this study should inform science teaching, curriculum development, and instructional design of science classrooms. It also generated implications for research into science classrooms and suggested the need for the science education community to examine the role of theory and the relationship between theoretical choice and analytical results obtained through the employment of a particular theory.
|
654 |
Comparing theoretical analyses of student learning of science: the case of chemistry in a year 7 classroomXu, Li Hua January 2010 (has links)
This study sought to address two connections that are fundamental to studies of science teaching and learning in classroom settings. The first one is the connection between classroom instruction and student learning outcomes, and the second one is the relationship between theoretical choice and analytical results. In this study, two theoretical perspectives were employed in parallel to examine a sequence of nine lessons on the topic of “Matter” in a Year 7 science classroom. These two theoretical perspectives are: Distributed Cognition (Hutchins, 1995) and Variation Theory (Marton and Tsui, 2004). The results of each analysis were compared and contrasted in an attempt to identify their similarities and differences in describing and explaining the classroom practice documented.The analyses from both theoretical lenses pointed to several issues underlying student difficulties identified in this classroom, including the problematic macroscopic-microscopic relationship, the lack of attention to “substance”, and the taken-for-granted temperature conditions. However, the two theoretical perspectives differed in their capacity to accommodate learning at different levels, to address the connection between instruction and learning, and to identify and advocate the likely benefits of particular instructional approaches. Distributed Cognition unfolded the connection between teaching and learning by a careful examination of social interactions and the utilization of artefacts in these interactions. It speculated learning occurring in different types of social configurations and interactions found in a science classroom (e.g. collaborative activities). From the perspective of Distributed Cognition, the inappropriate employment or coordination of resources was the key factor contributing to the limited success in establishing shared understanding among the participants in the classroom. Variation Theory explicitly modelled the connection between instruction and learning through the idea of patterns of variation, and it provided some general principles to evaluate the teaching of a specific topic. From the perspective of Variation Theory, it was the lack of appropriate variation in the key attributes of the object of learning that contributed to the limited success in developing student capability to make differentiations between critical and uncritical aspects of a scientific concept. But current applications of Variation Theory do not include learning occurring in the private domain of the classroom (e.g. student-student interaction) and are silent on the role of collaborative activity (e.g. group work) in learning.The juxtaposition of the parallel analyses showed that the two theories are complementary and mutually informing in their explanations of the documented classroom practice. But their assumptions about what constitutes learning and what contributes to that learning differed from each other. This study suggested that we should focus our attention on the identification of the contingencies of compatibilities in our efforts to combine or synthesize elements of different theories. In this study, the local combination of the results generated from the parallel analyses contributed to a more complete understanding of science learning as it occurred in the classroom.The findings of this study should inform science teaching, curriculum development, and instructional design of science classrooms. It also generated implications for research into science classrooms and suggested the need for the science education community to examine the role of theory and the relationship between theoretical choice and analytical results obtained through the employment of a particular theory.
|
655 |
Ledarskap i klassrummet. Ett arbete om ledarskap i svenska skolor. / Leadership in classrooms. About leadership in Swedish schools.Hultén, Sara January 1999 (has links)
<p>Syftet med studien är att presentera ett urval av modeller för ledarskap och undersöka om dessa används i svenska klassrum. Modellerna är amerikanska och hämtade från forskningsområdet"Classroom Management", eller CM. Observationerna är gjorda vid fyra skolor och har ligger till grund för 6 intervjuer som gjorts. Lärares ledarskap är mycket komplext och enligt min observation det går inte att peka på att lärare konsekvent använder sig av en modell.</p>
|
656 |
Ledarskap i idrottssalen : Åländska idrottslärares syn på ledarskapSundblom, Sebastian January 2010 (has links)
<p>Ledarskap är en huvudfaktor i dagens samhälle och i skolan. Ledarskap handlar om hur läraren hanterar den socialpedagogiska situationen i klassrummet, d.v.s. lärarens sociala relation till klassen och elevernas relationer till varandra i undervisnings- och lärprocessen</p><p>Syftet med det arbetet är att undersöka idrottslärares syn på ledarskap i de åländska skolorna samt att undersöka vilka faktorer som kan påverka deras ledarskap.</p><p>Det som idrottslärarna anser vara goda ledaregenskaper hos en lärare är bland annat att de är trygga i sig själva som person, organiserade, målmedvetna och ärliga. De anser att faktorer som ekonomi, material, normer och tid kan påverka deras ledarskap och undervisning.</p><p>Ledarskap kan ofta vara krävande och som ledare kan du få ta itu med mycket problem som kan uppstå under vägen som till exempel konflikthantering. Att leda andra är roligt men också väldigt utmanande många gånger och framför allt ska man komma ihåg att det ger otroligt mycket tillbaka.</p><p><em> </em></p>
|
657 |
Asperger syndrom : Praktiskt arbete i klassrummetAxelsson, Anna-Sara January 2009 (has links)
No description available.
|
658 |
Ad-hoc Collaborative Document Annotation on a Tablet PCHuang, Albert 01 1900 (has links)
The use of technology as an effective educational tool has been an elusive goal in the past. Specifically, previous attempts at using small personal computers in the classroom to aid students as collaborative and note-taking tools have been met with lukewarm responses. Many of these past attempts were hampered by inferior hardware and the lack of an efficient and user-friendly interface. With the recent introduction of Tablet PC products on the market, however, the limitations imposed on software developers for mobile computing systems have been dramatically lowered. We present a collaborative annotation system that allows students equipped with tablet computers to work cooperatively in either an ad-hoc or a structured wireless classroom setting. / Singapore-MIT Alliance (SMA)
|
659 |
The relationship between interpreters and users of the interpreting services at the Potchefstroom Campus of the North-West University / O.L. WittezaëleWittezaële, Olivier Laurent January 2008 (has links)
Thesis (Ph.D. (English)--North-West University, Potchefstroom Campus, 2008.
|
660 |
Behavioural and physiological effects of weighted vests for children with autismHodgetts, Sandra 06 1900 (has links)
Tactile and proprioceptive input provided by weighted vests is thought to decrease sensory modulation dysfunction in children with autism. This study investigated behavioural and physiological effects of weighted vests for ten children with autism, ages 3 to 10, in a classroom setting. A single-case, ABCBC design was used where A =behavioural baseline without vest or heart rate monitor; B = unweighted vest and heart rate monitor; C = vest with 5-10% body weight and heart rate monitor. Observers, blinded to treatment condition, rated targeted behaviours for each participant through video taken during structured table-top activities typical of the classroom routine. Teachers, also blinded to treatment condition, rated each childs behaviour with the Conners Global Index following each phase of the study. Educational aides, not blinded to treatment condition, provided subjective feedback about the effects of the weighted vest for each participant. Heart rate was collected when participants wore the vest.
Results were mixed regarding the effects of weighted vests for children with autism. Objective data provided evidence to support the use of weighted vests to decrease off-task behaviours with some, but not all, children with autism and sensory modulation dysfunction. Weighted vests did not decrease motoric stereotyped behaviours in any participant, but did decrease verbal stereotyped behaviours in one participant. Heart rate did not decrease with the weighted vest. Subjectively, all aides reported that weighted vests were effective in improving behaviours in all participants at least some of the time. All teachers and aides reported that weighted vests were appropriate modalities to use in the classroom and wanted to continue using weighted vests following the study.
Although weighted vests may be an appropriate modality to include as a component of intervention with some children with autism, results were not strong or consistent across participants. The results do not support the use of weighted vests in isolation to improve classroom function in children with autism. / Rehabilitation Science
|
Page generated in 0.0309 seconds