This qualitative classroom study follows two high school English teachers, in one class apiece, and their students across a school year in a diversely populated urban high school in the south central United States. Using case study, ethnographic, and microanalytic methods, the research focuses on writing instruction and ways in which talk and relational dimensions inside one-to-one, teacher-student writing conferences interact and influence subsequent student writing and reflect larger classroom patterns established by the teacher. Data sources include fieldnotes; video recordings of writing conferences; audio recordings of student and teacher interviews across the year; transcriptions; student writing, and other documents. The approaches to analysis include constant comparison, discourse analysis, and microanalysis (Bogdan & Bicklen, 1992; Erickson, 1992; Bloome et al., 2005; Charmaz, 2006). Informing the analytic process are sociocultural theories of learning, language, literacy, and relationships (Gee, 1996; Wertsch, 1991; Tharp & Gallimore, 1988, 1991; Lave and Wenger, 1991; Bahktin, 1981, 1986, 1994; Wells, 2007; Noddings, 1988, 2005). Central to the theoretical foundation for examining evidence of teaching and learning in this study are Erickson’s (2006) sedimentation, Burbules and Rice’s (1991) communicative virtues, and van Manen’s (1991, 1995) pedagogical tact. Findings include, 1) structures that make writing conferences dialogic encounters including openings and closings, internal structures, and duration; 2) relational moves, or interpersonal efforts by teachers inside writing conferences, that serve to bring the curriculum and the student closer include particular kinds of verbal and non verbal communications; and, 3) instructional moves, or how the teachers used talk for specific instructional purposes, including teaching of writing rules, drafting, and modeling the role of the reader. Findings suggest that teaching and learning occur in the context of relationships, and in recursive and non-linear patterns; moreover, brief encounters between teacher and student that are both instructional and relational may build over the arc of the life of the classroom. This investigation may contribute to the limited literature on high school writing conferences and help educators consider their potential as particular kinds of instructional conversations and relational platforms to encourage dialogic classroom environments hospitable to students from diverse backgrounds. / text

This study investigated the perceived strategies used to deal with mixed ability classes of four English teachers, two working at a year 4-9 compulsory school, and two at an upper secondary school in Sweden. The same teachers were asked about their attitudes towards and experience of ability grouping. The findings of the latter part of this investigation were discussed in reference to research concerning the field of ability grouping.Semi structured interviews were used. Strategies used by teachers included grouping devices, issues of communication, giving individual attention inside and outside the classroom and encouraging self- and peer reviewing. Two teachers in the 4-9 school used ability grouping sparingly but clearly and had experienced an ability grouping of a year nine class which was perceived to have predominantly positive results in academic terms and both positive and negative results in social areas. The teachers of upper secondary school did not use ability grouping – either on democratic grounds or because it was perceived to be unacceptable in the particular school climate. Because the research in ability grouping is diverse, many of the teachers’ attitudes could be supported, and refuted in the research. The teachers using ability grouping felt themselves to be going against research made, but were confident in the decisions they made. Further investigations about maximum numbers of students in heterogeneous classes and time spent with an extra teacher contra own teacher were encouraged.

Este trabalho aborda a necessidade de um ambiente adequado ao novo paradigma de ensino de desenho, considerando as atuais propostas metodológicas e inovações tecnológicas. Visa levantar e analisar algumas questões relativas a problemas gerados pela improvisação e inadequação dos ambientes dos laboratórios de computação utilizados como salas de aulas de desenho e projeto, buscando propor diretrizes e parâmetros de projeto para um ambiente informatizado de ensino. Para a avaliação da adequação desses laboratórios, estudou-se a dinâmica entre a metodologia de ensino, a tecnologia utilizada, o arranjo do espaço físico e a ergonomia. Obteve-se como resultado uma série de critérios para a avaliação e/ou novos projetos de salas de aula e apresenta-se sugestões de parâmetros para projetos de salas de aula adequadas ao novo paradigma do ensino de desenho. Os critérios e parâmetros sugeridos neste trabalho foram empregados em um estudo de caso, no qual se desenvolveu o projeto da remodelação de uma antiga sala de aula de pranchetas utilizada como laboratório para aula de desenho com utilização dos sistemas CAD. A análise permitiu a comprovação do modelo simplificado para a dinâmica da sala de aula que serviu para guiar os esforços da melhoria do ambiente de ensino. Através de uma metodologia racional de projeto, direcionada em função dos critérios e dos parâmetros estabelecidos, chegou-se a uma proposta para a reforma da sala. Por fim, foi feita a avaliação do projeto que em comparação com a sala original e algumas alternativas possíveis encontradas demonstrou ser a mais adequada. / In this paper, the analysis of the physical environment for the teaching of the Design Graphics is carried out considering the requirements generated by thetechnological innovations, new teaching methodologies, the layout and the ergonomics of the classrooms. At first, a survey on the classrooms equipped with computers that are used for the teaching of Technical Drawing and CAD is done. The results show the inadequacy of the classrooms for the teaching purpose. Focusing on the layout and ergonomics of the classroom, two basic layouts are identified. The characteristics of both layouts are analyzed comparatively in the viewpoints of the students and teachers. The criteria for the design of the physical environment for the teaching are identified and the weight of the criteria, which is to be used in the evaluation of the designs, are determined by using AHP method and by direct interview. Finally, a design method is established and a case of study for design of the teaching environment is carried out. The criteria and the weights are use to evaluate the improvement of the new design over the original one.

The changes brought by the democratic government in South Africa in 1994 have also brought considerable changes to the different sectors of the government and education was not different. There was a need to redress the imbalances of the past and the education system was to be reviewed so as to bring about the new assessment methods and approaches that would improve teaching and learning in the schools. Whenever any new idea enters education, it is usually aimed at improving the old school of thought. The challenge now remains the creation of new knowledge. Continuous assessment (CASS) with its greater weight requires an in-depth understanding by the teachers for correct implementation. This study was undertaken to determine the experiences of teachers with CASS in grade 9 Geography classrooms, by determining and exploring the way through which the assessment policy guides and informs the teachers in the implementation of CASS in Geography, the way the teachers implement CASS in the teaching, the requirements for CASS in terms of the NCS as well as the impact of CASS on the teaching-learning process. CASS is a prominent component of assessment that requires the teacher to understand its implementation in the classroom. It is the responsibility of the individual teachers and schools to read and interpret the assessment policy to ensure the correct implementation of CASS. A qualitative research design was employed and data was collected through literature review, questionnaires and interviews. The experiences of the teachers with CASS in the teaching of grade 9 Geography learners were investigated. From the literature review, it surfaced that Geography offers some interesting and fulfilling careers that teachers and learners can pursue. Career guidance is necessary to expose learners to these opportunities. Open-ended questions were used in both the questionnaires and interviews with the aim of obtaining an in-depth understanding of their experiences. Based on the findings of the questionnaire and interview data, it appears that the teachers still need support in understanding the policy of the Social Sciences. Though teachers appear to have information about the policy, they often misinterpret its correct meaning. The following are the dominant key words in this dissertation: learning outcomes, assessment standards, continuity, continuous assessment, curriculum, outcomes-based education, national curriculum statement, policy, progression, teaching strategies, assessment strategies. From this investigation, it can be inferred that there is a need for the results of this investigation to be used to guide the development of policies and that future researches be done in the area of CASS at all levels of the senior phase. / Dissertation (MEd)--University of Pretoria, 2011. / Science, Mathematics and Technology Education / unrestricted

This thesis considers pupils attitudes, teachers (and pupils ) creativity and teacher well-being. These three terms represent factors that are closely linked and have a synergistic relationship in determining learning outcomes. Research concerning these factors, and in particular the findings of action research concerning teachers well-being, are presented through eleven publications. This thesis, when viewed as a single piece of work, provides an insight into teachers everyday experiences, professional lives and their responsibilities. It utilises several research methods including questionnaires (approx. 200 teachers; 150 pupils), interviews (approx. 50 trainee teachers), and diaries (N = 2). The key findings suggest that more clarity is required concerning the meaning of creativity for all primary and secondary teachers and how it should be embedded in teachers practice. A safe classroom, one where a child can make mistakes, take risks and share their thoughts and feelings, is necessary for this to occur; teachers understanding of this concept is considerable and broadly based; however, results suggest that teachers approach this in different ways. Trainee teachers well-being is affected by their school placements and therefore time for them to learn and share with their peers was found to be both necessary and important. It was also found that the trainee teachers benefited from being taught about time-management as this skill was beneficial for their role. An intervention of a 90 minute lecture addressing stress, time-management, psychology models such as Maslow s hierarchy of needs and Rogers core conditions, was researched and proven helpful for trainee teachers (primary and secondary science). However, more discussion of the topics and models was required and therefore three workshops per academic year were trialled with the aim of creating a community of practice to normalise experiences. Questionnaire and interview data were highly positive about this intervention and evaluation of the content showed it was beneficial during school placements. The conclusion of this work is that creative pedagogy and a teacher s well-being are related: if we want our teachers to be creative practitioners in the classroom, we need to ensure that they are well in themselves. Although this conclusion is from a small case study, it could be generalizable to other teacher training courses and a crucial area for those working in teacher education to consider. Supporting and training trainee teachers in how to manage their professional lives so they are equipped personally and emotionally is reported in the findings as necessary for the profession.

This report describes a case study, in which the researcher investigated the integration of electronic interactive whiteboards (IWBs) into classrooms at a well-resourced South African high school. Consistent with the findings of other studies conducted to date, learners and teachers at the school generally believe that IWB technology enhances various aspects of the teaching-learning process. The frequency and nature of IWB use across the school was found to vary greatly between subject departments and from one user to the next within subject departments. In comparison to IWB use in schools overseas, as reported in the literature, general IWB utilisation was found to be relatively infrequent and superficial in nature, with only the basic features and capabilities being widely utilised. In terms of the progression models that have been proposed for IWB integration, it appears that, overall, this school has not advanced beyond the initial stage of integration described in each of the respective models. This study attempted to determine why such a well-resourced school has not progressed further with the integration of IWBs in the five years that have passed since IWB technology was first introduced there, in spite of the fact that the teachers appear to recognise the value of the technology and express the desire to improve their use of the IWB. Results suggest that the major factors responsible for retarding progress are inadequate training and the lack of time available for teachers to explore the potential of IWB technology and build up a bank of useful resources. These issues appear to be linked to inadequate research and strategic planning on the part of the school management team. In conclusion, this report proposes a strategy for the integration of information and communications technology (ICT) into South African high schools, with a view to promoting the integration of IWBs in the long term. The essence of the proposal is that teachers should make use of a data projector, which projects its image on to a conventional whiteboard writing surface. This approach would allow teachers to take advantage of the visual features of ICT they most readily recognise as beneficial when they first use IWB technology. The aim of this strategy would be to encourage teachers to improve their ICT skills and grow in confidence in the use of ICT in their lessons, while minimising the cost involved in allowing them to do so. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Science, Mathematics and Technology Education / unrestricted

En la actualidad los proyectos de integración de infraestructura tecnológica tienen problemas respecto al cumplimiento del plazo de realización, tanto por demoras generadas por el cliente o por plazos optimistas de parte de las subcontratas, lo cual genera en sobrecostos y afectación de la rentabilidad para la empresa. El Ministerio de Educación, estableció la necesidad de realizar un proyecto de “Implementación de Aulas Funcionales para los departamentos de Huánuco, Pasco, Ayacucho, Apurímac y Junín”, para lo cual, la empresa ejecutora ha decidido la aplicación de estándares globales PMI de la dirección del proyecto incluido en la guía del PMBOK® 6ͣ edición. Los principales entregables del proyecto son: Entregable 1: Estudio de Campo; Entregable 2: Distribución; Entregable 3: Implementación; Entregable 4: Documentación; Entregable 5: Soporte y Garantía. El proyecto presenta un valor actual neto (VAN) de S/. 996,240.32 soles, lo que nos permite confirmar que el proyecto genera rentabilidad a la empresa. Asimismo, la Tasa Interna de Retomo (TIR) basada en el flujo de caja neto, se encuentra en 17%, valores que nos permiten continuar con la decisión de realizar el proyecto. Finalmente, podemos concluir que nuestros dos (02) indicadores se encuentran en estado positivo, lo cual, con una gestión eficiente del proyecto, podemos mantenerlos o mejorarlos para el bien de la empresa. / At present, technology infrastructure integration projects have problems regarding compliance with the completion period, both due to delays generated by the customer or optimistic terms from subcontractors, which generates cost overruns and impact on profitability for the company. The Ministry of Education established the need to carry out a project of “Implementation of Functional Classrooms for the departments of Huánuco, Pasco, Ayacucho, Apurimac and Junín”, for which the executing company has decided to apply the global PMI standards of the Project management included in the PMBOK® 6ͣ edition guide. The main deliverables of the project are: Deliverable 1: Field Study; Deliverable 2: Distribution; Deliverable 3: Implementation; Deliverable 4: Documentation; Deliverable 5: Support and Guarantee. The project has a net present value (NPV) of S /. 996,240.32 soles, which allows us to confirm that the project generates profitability for the company. Likewise, the Internal Rate of Return (IRR) based on net cash flow is 17%, values ​​that allow us to continue with the decision to carry out the project. Finally, we can conclude that our two (02) indicators are in a positive state, which, with efficient project management, can be maintained or improved for the good of the company. / Tesis

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