This research explores learning and democratic values in the peer-coaching service at the Institute of Education (IOE). The service, set up seven years ago, adopted a learning-centred model of coaching (Carnell, MacDonald and Askew 2006). An initial evaluation of the service focused mainly on benefits to the coachee (Hargreaves 2007). To date, there has been no study into how learning is understood and facilitated by the coaches. This study builds on the work of the initial facilitators of the coaching group, Askew and Carnell 2011, by providing a detailed study into how learning is interpreted in practice. The study is set in the context of Adult Learning. In particular, aspects of Mezirow’s Theory of Transformative Learning are applied to illuminate the learning process. Six audio-recorded coaching conversations are analysed. A system of analysis is borrowed and developed from Conversation Analysis. The conversations are presented and analysed sequentially, before discussing approaches to learning, and values that appear to underpin practice. Findings suggest that despite following the same programme of professional development, coaches seem to understand learning differently resulting in diverse practice. Some appear to facilitate reflection on self. Connections between current and previous behaviour patterns are explored together with developing an understanding of where embedded beliefs and attitudes have originated. In other conversations, a goal-centred approach, focusing on completing specific tasks, is dominant. This research advances the argument for a learning-centred model of coaching leading to individual development, fulfilment and possibly better working practices. The thesis addresses a gap in research by exploring the practice of coaching as a model for supporting adult learning, identifying democratic values that underpin and give strength to, the transformative learning model. The thesis concludes with suggestions for coaches’ professional development and thoughts for future research.

Thesis (Ed.M.)--Boston University

Thesis (Ed.M.)--Boston University

An investigation into the dynamics of the National Curriculum Geography Working Group from its establishment in May 1989 until June 1990 when it was disbanded. The thesis is primarily concerned with the ways in which the Geography Working Group approached its task of devising a National Curriculum for Geography. As such it explores the terms of reference and supplementary guidance given to the Group, the working relationships established both within and beyond the immediate membership of the Group, and their visualisation of the task before them. Inevitably the focus is widened to set the context for the work of the Group. The place of geography as a school subject this century is examined, as well as events immediately following the creation of the Geography National Curriculum by the Group. Consideration is given to the composition and functioning of the Group, the production of an Interim Report (DES 1989) and Final Report (DES 1990) for geography, and the resultant implementation problems caused by the politically altered Statutory Orders (1991), over which the Group had no influence or control. The thesis ends with an analysis of the possible futures for geographical education within state schools in the context of recent developments in academic geography.

Magíster en educación en ciencias de la salud / El ambiente educacional (AE) es la expresión de la interacción entre múltiples variables que intervienen en el bienestar, desempeño y resultado en la formación del estudiante, teniendo repercusiones en el rendimiento académico, calidad de vida, enfrentamiento al estrés y éxito curricular. Los objetivos del presente estudio fueron (1) determinar la percepción del ambiente educacional de los estudiantes de la carrera de Kinesiología a través de la aplicación del cuestionario DREEM, (2) explorar el comportamiento de la percepción del ambiente educacional de los estudiantes de manera global, por dimensiones y entre niveles y (3) determinar si existen aspectos a mejorar en la percepción del ambiente educacional de manera global y por niveles. Por medio de la aplicación del cuestionario DREEM, la percepción de los estudiantes muestran como resultados que todos los niveles presentaron un ambiente educacional calificado de manera global como “AE más positivo que negativo” y que únicamente clasifican de forma negativa la Dimensión Percepción Social donde segundo y quinto nivel lo califican como “No tan mal ambiente”, mientras que primero, tercero y cuarto lo califican como “No es un buen lugar”. Se encontraron diferencias estadísticamente significativas entre niveles de formación en Puntaje Global, en dimensión Percepción Docente y en la Dimensión Académica, mientras que hubo diferencias en las dimensiones de la encuesta entre niveles específicos. Primer nivel presenta 17 preguntas con problemas, segundo nivel 13 preguntas, tercer nivel 12 preguntas, cuarto nivel 9 preguntas y quinto nivel 8 preguntas. Las áreas peor evaluadas se relacionan a apoyo al estudiante, cansancio, enseñanza con énfasis del aprendizaje de detalles, copia en los exámenes, docentes autoritarios, programación de horarios y espacios físicos. La conclusión de este estudio es que los estudiantes de la Carrera de Kinesiología de la Universidad de Chile presentan en general una buena percepción de su AE, el cual mejora al ir avanzando la formación, siendo diferente entre niveles, presentando áreas a mejorar en todas las dimensiones del cuestionario. El AE de primer nivel es el que debe tener mayor atención por parte de la Escuela para su análisis más específico y su posterior mejora. / 3 de agosto de 2019

The purpose of this study was to examine the degree to which cooperative learning affects the active participation or engagement of students in the classroom. Previous research has found that students were more engaged during lecture and classroom discourse methods of instruction (anderson & Scott, 1978). This study attempted to determine whether the instructional strategy of cooperative learning affected this result.;The sample for this study was selected from the students of two English and two social studies teachers for each instructional method (cooperative learning, lecture, and classroom discourse). Videotapes were made of each teacher's class for analysis. Each class had five students whose engagement levels were studied. The participants were students at a suburban high school in southeast Virginia.;Percent of time engaged in the learning process was estimated by dividing the number of behaviors coded as task-relevant by the total number of behaviors coded. After the rate of engagement of each instructional strategy was determined, a one-factor between-subjects design with three levels of the dependent variable, engagement of students, was used. Planned comparisons using the multiple F test were used to analyze the engagement rates for each of the three instructional strategies (lecture, classroom discourse, and cooperative learning) for each instructional area (English and social studies) and for combined subject areas to determine whether the prediction that cooperative learning had the highest engagement level was verified. Alpha was set at 0.05.;The results showed that cooperative learning techniques resulted in statistically significantly (p {dollar}<{dollar}.05) higher levels of engagement of students in the secondary classrooms studied (English and social studies) than instructional strategies using lecture or classroom discourse. In addition, there was statistically significant higher levels of engagement when cooperative learning was used in each of the subject areas English and social studies than instructional strategies using lecture or classroom discourse.;Comparisons of engagement rates in each of the subject areas studied (English and social studies) showed no statistical difference between the instructional strategies of classroom discourse and lecture.;Further research is needed to determine the effect of cooperative learning techniques in secondary subject classes other than English and social studies, to determine the amount of time needed for cooperative learning techniques to be effective, to determine whether cooperative learning techniques ultimately result in higher achievement for secondary students, to determine if a teacher's preferred teaching method influences these results and to compare the rates of engagement for English and for social studies classes when teachers are using classroom discourse and lecture methods of instruction.

Historically, mathematics education has consisted of rote learning through workbooks and textbooks, leaving students with the thought that mathematics is dull, unimaginative, and inaccessible. Educators have looked for ways to change these views of students, one current suggestion being through the integration of children's literature in the mathematics curriculum. To further investigate this suggestion, the study "Integrating Children's Literature in an Elementary School Mathematics Classroom" was conducted in a 3rd grade Johnson City Classroom to determine how students reacted to the integration of literature in a mathematics classroom.

This study explored how the integration of science and literacy in an elementary school classroom impacted the conceptual learning and understanding of first grade students. This study was explored around two research questions 1) How do students respond to the weather activities after being exposed to scientific read-alouds? 2) How will the impact of center based science inquiry on students reading comprehension and conceptual understanding of science knowledge change when the teacher engages students in scientific inquiry through the use of centers? Data was collected over a three-day period when the teacher was conducting a weather unit. It was found that through the literacy integration process and use of centers, the students were able to gain a deeper conceptual understanding and procedural fluency of the science topic.

Curriculum revision is one of the most daunting challenges facing faculty. The process is full of pitfalls and hurdles. However, these problems can be overcome. In the following discussion, the ten things that must be considered are listed and evaluated. Although many of the factors appear to be self-evident, programs often find them to be insurmountable hurdles. The paper discusses such potential problems as faculty involvement, planning activities, resources, and stakeholder considerations. By keeping these warnings in mind, a curriculum revision can be a rewarding and productive endeavor.

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