Thesis (doctoral)--Uppsala Universitetet, 1988. / Includes bibliographical references (p. 119-132).

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-05-08T20:09:15Z No. of bitstreams: 1 joseaugustorodriguespereira.pdf: 1480233 bytes, checksum: 50254cd8df852eb14016a9b63a0f7ff6 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-05-09T11:03:54Z (GMT) No. of bitstreams: 1 joseaugustorodriguespereira.pdf: 1480233 bytes, checksum: 50254cd8df852eb14016a9b63a0f7ff6 (MD5) / Made available in DSpace on 2018-05-09T11:03:54Z (GMT). No. of bitstreams: 1 joseaugustorodriguespereira.pdf: 1480233 bytes, checksum: 50254cd8df852eb14016a9b63a0f7ff6 (MD5) Previous issue date: 2015-06-29 / PROQUALI (UFJF) / O presente estudo teve como objetivo analisar e comparar o impacto do Modelo de Educação Desportiva (MED) e do Modelo de Instrução Direta (MID) na aprendizagem de habilidades técnico-motoras e do conhecimento de Atletismo, considerando o género e o nível de desempenho motor dos alunos. Pretendeu, ainda, examinar as perceções da professora de Educação Física e dos alunos sujeitos ao MED, em relação ao seu valor educativo. Participaram deste estudo 47 alunos (25 rapazes e 22 raparigas do 6.º ano), distribuídos por duas turmas. Uma turma participou de uma unidade do MED e a outra de uma unidade do MID, ambas com 20 aulas dedicadas ao ensino do lançamento do peso, triplo salto e corrida com barreiras. A avaliação da aprendizagem das habilidades técnico-motoras foi obtida através de testes motores; e do conhecimento, pela aplicação de um questionário. A entrevista semiestruturada foi utilizada para a análise das perceções da professora e dos alunos. Na análise dos ganhos na aprendizagem, foram aplicados os testes de Mann-Whitney e de Wilcoxon, e na análise das perceções dos atores, a análise de conteúdo. O contexto de ensino, autêntico e significativo, bem como o clima envolvente das tarefas de aprendizagem foram percebidos pela professora e alunos como determinantes no desenvolvimento destes enquanto desportistas competentes, literatos e entusiastas. Verificaram-se melhorias significativas ao nível da aprendizagem das habilidades técnico-motoras, tanto no MED como no MID. Não obstante, enquanto no MED todos os alunos, independentemente do gênero e nível de desempenho, evoluíram significativamente em todos os eventos, no MID, evidências de melhorias significativas limitaram-se aos rapazes e alunos com nível de desempenho mais elevado. No conhecimento declarativo do Atletismo, foi verificada uma evolução significativa, independentemente do género e nível de desempenho dos alunos, em ambos os modelos de ensino. / This study conducted a comparative analysis of students’ technical performance and athletics’ content knowledge in a Sport Education (SE) season and in a Direct Instruction (DI) unit taking into account students’ gender and initial skill level. Students’ and teacher’s perceptions on the educational value of SE were also examined. The participants were an experienced Physical Education teacher and two sixth-grade classes totalling 47 students (25 boys and 22 girls). Each class was randomly placed in either the SE or the DI units and participated in 20, 45-minutes lessons focused on shot-put, hurdles and triple jump. The students’ technical performance was assessed through videotaped analysis as they performed each of the events whilst a 25-items test measured their content knowledge. The participants’ perceptions were analysed from data captured during semi-structured interviews. The learning outcomes and inter-group differences were analysed through the Wilcoxon and Mann-Whitney tests, respectively. Content analysis served to analyse perceptions. The authentic and meaningful learning context in SE was deemed instrumental by the teacher and students in the pupils’ development as competent, literate, and enthusiastic sportspersons. There were significant technical improvements either in SE and DI. However, in SE all students improved techniques regardless of gender and initial skill level whereas in DI only the boys’ and higher-skilled students’ groups showed technical improvements. With regard to athletics’ content knowledge, all students sowed significant improvements in either instructional model, regardless of gender and initial skill level.

The United States has shifted from a once agrarian, to a predominantly urban society (Riedel, 2006). Currently, less than 2% of the U.S. population live on farms. Coupled with urbanization, this has contributed to the decline of an agriculturally literate population (EPA, 2013; Kovar & Ball, 2013). One strategy to alter the public’s perception of agriculture and increase agricultural literacy is implementing an educational environment that promotes agricultural activities via experience (Blair, 2009). Experiential learning has been championed by prominent educational theorists John Dewey and David Kolb. Experiential learning is conceptualized as a process where relevant experiences are the foundation of learning and which allow for deeper connections between the learner and the subject. This study was a mixed methods design conducted at three private schools in Northeast Mississippi during the Spring of 2015. Tenth grade biology students were taught six (6) lessons contextualized in agriculture, with one group serving as a control group (no teaching), one group receiving direct instruction, and one group being provided with relevant experiences to agricultural topics. Results showed that distribution of post-test knowledge scores changed drastically by intervention groups. There were significant differences in post-test scores based on students’ involvement with experiential learning (p < .001). Further analysis of the data displayed that 67% of the variance in scores can be attributed to method of instruction received. In addition, focus groups were conducted to assess student knowledge gain and perceptions of agricultural production. Focus group responses were analyzed and grouped into the following themes: 1. The interesting and dynamic nature of agriculture and the lessons 2. Stereotypical preconceived notions of agriculture 3. Desire to learn more about agricultural topics 4. The role of experiential learning (and lack thereof) 5. Increase in knowledge, awareness, and appreciation of agriculture Results revealed that the participants who experienced the hands-on approach to the lessons had a more lasting and richer learning experience than those who did not participate in a hands-on approach. The results also indicated not only an increase in knowledge among students, but a willingness for future agricultural education opportunities and a deeper appreciation for agriculture.

The purpose of this study was to examine the relationship of the Direct Instruction program Corrective Reading on standardized achievement test scores specifically of reading scaled score gains in grade levels three through six in a selected school system in East Tennessee. The causal-comparative quantitative approach was the foundation for this study. Reading scaled score gains from the Tennessee Comprehensive Assessment Program (TCAP) achievement test Terra Nova given in the years 2001-2002 and 2003-2004 were analyzed by grade level using ANOVA and t tests to determine if the implementation of Corrective Reading had an impact on students' achievement. No statistically significant results (p = .05) were found between the year before implementation and the year after implementation with the exception of one grade level. Furthermore, no significant differences were found at any grade level between students participating in Corrective Reading and students not participating in Corrective Reading on the 2003-2004 TCAP Terra Nova test. In addition, gender, Title I status, Special Education status, and teacher status were analyzed for interaction between groups and Corrective Reading. Only one grade level, by gender, showed a significant difference in scaled score gains. There was a significant difference by Title I status at two grade levels. Special Education students had significant reading scaled score gains at two of the four grade levels with Special Education students who received special accommodations showing significant gains at two grade levels. Students who were taught Corrective Reading by a certified teacher showed significant reading scaled score gains at one grade level, whereas the other grade levels had no significant difference.

If you ask 5 different teachers what the best way to teach a new technology to a student is you will get 5 different answers. (Bork, 2001; Cheong, 2008; Egal, 2009; Howell, 2001) What is the best way to teach a new computer software application to a student? In the technological world we live in today the effective transfer of technological knowledge is paramount. With varying opinions even among the leaders of national technology teacher associations (Haynie, 2005) there is a large level of ambiguity in relation to best practices in technology teaching. This study evaluates five commonly used methods of software application instruction used in technology classrooms. Students and teachers were questioned regarding the effectiveness and frequency of use of each of the instructional methods. Students were also instructed using five commonly used methods of instruction. Student's work was graded and average grades for each method of instruction were obtained. Key findings include: 1 - Students perceive book learning to be the most effective method of instruction for themselves and for their classmates. 2 - Teachers perceived direct instruction as the most effective method of instruction and book learning as the least effective method of instruction. 3 - Although students reported book learning as the most effective method of instruction those receiving direct instruction received the highest grades.

Students with disabilities experience differential levels of achievement in mathematics when compared with their nondisabled peers. Identifying and implementing evidence-based practices (EBPs) is essential to increase their mathematics achievement. However, an argument is re-emerging that calls into question the effectiveness of well-known EBPs, such as explicit/direct instruction. However, the argument is based on opinion and conjecture, rather than student outcome measures. In this commentary, we use research on explicit and direct instruction with mathematics to (a) highlight the confusion over theoretical implications, (b) call for researchers to reduce personal bias within research, and (c) emphasize the need for improving outcomes of students with disabilities affecting mathematics learning.

No description available.

No description available.

This study focused on teaching strategies preferred and used by grade 8 mathematics teachers, what they thought was most effective for learning mathematics as well as students’ perspectives of their mathematics classroom. The aims of this study were to investigate the teaching strategies used in the South Korean mathematical classroom and to find out how they attain a high performance in mathematics, in comparison with other countries. The target population was chosen from within the Chungcheongbuk Province and ten schools were selected for the study. In order to determine what teaching strategies are used in the South Korean mathematics classroom, a case study using both quantitative and qualitative research methods was adopted. Data collection methods included questionnaires for the students while interviews were conducted with the teachers. The questionnaire contained fifty closed-ended questions divided into different sections to obtain data on teaching strategies used, on preferred learning styles from the students and on how they felt about mathematics and the mathematical classroom. The interview consisted of ten open-ended questions to get feedback from the mathematics teachers on what teaching strategies they used in the classroom and on what they thought were the best strategies with regard to teaching grade 8 mathematics. From the ten sampled schools there were two hundred and two students who participated in this research, and six teachers were interviewed. The results of the study showed that in the South Korean mathematics classroom a combination of direct instruction, practice and teacher guidance helps the students to learn problem-solving skills and to master mathematics. The students indicated that the teachers mostly used chalkboard instruction and that they practiced solving problems using worksheets, past exam paper questions and through homework or private study. The average student studied mathematics for about six hours a week and most attended afterschool academies for further studying mathematics. Although the South Korean students attained a high performance in mathematics it was evident that they indicated a low interest in the subject. The teachers stated in the interviews that they thought the students needed to see examples on the chalkboard, and then the students need to practice with guidance from the teacher. It was evident that the students focus a lot on guided practice, since they study for about six hours a week. The teachers also felt that the curriculum is overloaded and that there was a gap between the better and the poorer level of students in the mathematics classroom, this gap grew bigger as students lost motivation. The responses to the questionnaire showed that 65% of the students were not interested in mathematics; in spite of this South Korea is placed among the best performing countries in the world. The teachers also indicated that mathematics was very highly valued in South Korea and that parents and universities put a lot of pressure on students to perform well in this subject. This study provides better insight into what is happening in the South Korean mathematics classroom, what methods are used and how the students felt about the mathematics classroom and the strategies that are used. Apart from commenting on teaching strategies, there was also an indication of what teaching style the students preferred. The information in this research study can provide answers to questions regarding South Korean mathematics instructional practices and will be useful for future comparative studies regarding the teaching of mathematics in other countries. / Mathematics Education / M. Ed. (Mathematics Education)

Thesis (MEd) -- Stellenbosch University, 2000. / ENGLISH ABSTRACT: It is estimated that some 12,5 to 15 million adults in South Africa have had little or no education. Since the first democratic elections in April 1994 the political, economical and social context in South Africa is in the process of transformation. In order to cope with this transformation phase, South Africa is creating structures where the culture of every citizen, irrespective of class, race or gender is acknowledged and respected. One of these structures is the provision of basic education to all South African adults who have historically been deprived of education and training. The changing political situation in South Africa has inevitably influenced the concept of what literacy is for and how it should be taught. This inevitably affects the role performance of facilitators (educators of adults) at grass roots level. Recent policy developments place heavy demands on facilitators without adequately considering the necessary inputs needed to cope with these demands. The purpose of this study is therefore to make a meaningful contribution to the understanding of the challenging and important role of the facilitator in ABET. A qualitative approach which provided a clear description of the roles facilitators are currently performing in a rural area in the Southern Cape was chosen. This revealed the factors having an impact on the role performances of a facilitator. This study revealed the following: • In keeping with international trends the teacher's role in adult basic education in South Africa has been redefined as that of a facilitator of learning. • The attitudes adopted by the literacy organization can directly influence the teaching approach adopted by facilitators during classroom practice. • Facilitators need to exhibit flexibility when using different teaching styles during classroom practice. • Training objectives should encompass the different learning and teaching styles of facilitators. In order to enable facilitators to perform their multiple roles in ABET the preparation and continuing support of facilitators at grass roots level is crucial, especially if ABET is to make a meaningful contribution towards solving the adult literacy problems as experienced in South Africa and to prevent littering the South African landscape with the debris of failed projects / AFRIKAANSE OPSOMMING: Na raming het ongeveer 12,5 tot 15 miljoen volwassenes in Suid-Afrika min of geen onderwysonderrig gehad nie. Sedert die eerste demokratiese verkiesing in April 1994, is die politieke, ekonomiese. en sosiale konteks in Suid-Afrika in 'n proses van transformasie. Ten einde hierdie transformasiefase te bowe te kom, is Suid-Afrika besig om strukture te skep waarin die kultuur van elke burger ongeag klas, ras of geslag, erken en gerespekteer word. Een van hierdie strukture is die voorsiening van basiese onderwys aan alle Suid-Afrikaanse volwassenes wat histories onderwys en opleiding ontbeer het. Die veranderende Suid-Afrikaanse politieke situasie het 'n uitwerking gehad op die begrip van die doel van geletterdheid en hoe dit onderrig moet word. Hierdie werklikheid het onvermydelik weer 'n uitwerking op die rolvervulling van fasiliteerders ( onderwysers v1r volwassenes) op grondvlak. Onlangse beleidsontwikkeling stel hoe eise aan fasiliteerders, sonder voldoende oorweging van die noodsaaklike insette wat fasiliteerders moet lewer ten einde aan hierdie eise te voldoen. Die doel van hierdie studie is dus om 'n sinvolle hydrae te lewer om die uitdagende en belangrike rol van die fasiliteerder in volwasse basiese onderwys (VBO) te verstaan. 'n K walitatiewe benadering is verkies wat 'n dui de like beskrywing gee van die rolle wat fasiliteerders tans in 'n landelike gebied van die Suid-Kaap vervul en wat die faktore weerspieel wat 'n uitwerking op die rolvervulling van 'n fasiliteerder het. Die studie het die volgende tendense aan die lig gebring: • In ooreenstemming met intemasionale neigings, is die rol van die onderwyser in volwasse basiese onderwys in Suid-Afrika herdefinieer as 'nfasiliteerder van die leerproses. • Die gesindhede wat deur die geletterdheidsorganisasie aanvaar word, kan die onderrigbenadering van die fasiliteerder in die klaskamer direk be"invloed. • Fasiliteerders moet buigsaamheid aan die dag le by die gebruik van verskillende onderrigstyle in die klaskamer. • Opleidingsdoelwitte moet die verskillende leer- en onderrigstyle van fasiliteerders omsluit. Ten einde fasiliteerders in staat te stel om hulle veelvuldige rolle in volwasse basiese onderwys te vervul, is die voorbereiding en deurlopende ondersteuning van fasiliteerders op grondvlak deurslaggewend, veral indien volwasse basiese onderwys en opleiding 'n sinvolle hydrae wil maak tot die oplossing van volwassenes se geletterdheidsprobleme soos dit tans in Suid-Afrika ondervind word en as dit wil verhoed dat die Suid-Afrikaanse landskap met die opdrifsels van mislukte projekte besaai word. / National Research Foundation (NFR)