I denna studie har vi undersökt hur ledare i säljorganisationer beskriver att de skapar förutsättningar samt vilka strategier de använder sig av när det kommer till medarbetarnas lärande och utveckling. Vidare har vi undersökt hur ledarna beskriver sig själva i relation till medarbetarnas lärande och utveckling samt vad lärande har för betydelse för organisationen. Material till studien insamlades genom sju semistrukturerade intervjuer med de ledare som deltog. De teoretiska ramverk som användes var erfarenhetsbaserat lärande, ledarskap för lärande samt det humanistiska och det ledningsrationella perspektivet.  Vi har tittat på den insamlade empirin för att hitta både avvikelser och mönster mellan respondenternas upplevelser och uppfattningar för att sedan dra en allmängiltig slutsats, vilket kan liknas vid en induktiv ansats. Resultatet visar att ledare ser sig själva som ansvariga för medarbetarnas lärande och utveckling men att de endast har möjlighet att påverka lärandet och utvecklingen till viss del då individens egen vilja, engagemang, motivation eller nyfikenhet är avgörande för om lärande kommer äga rum. Vidare framkom det även att det finns olika ledarskapsstilar och roller som ledaren växlar mellan samt att ledaren använder sig av olika strategier för att skapa förutsättningar och underlätta lärande och utveckling hos medarbetarna. Lärande fann vi sker till stor del i informella miljöer och i det dagliga arbetet där formella lärandemiljöer fungerar som en stöttning i lärprocessen. Slutligen kunde vi konstatera att respondenterna beskrev att lärande och utveckling har en betydelse för organisationen både i form av ekonomisk vinning men också en mer välmående arbetsplats där individer mår bra och vill stanna kvar på. / In this study, we have examined how leaders in sales organizations describe that they create prerequisites and what strategies they use when it comes to employees' learning and development. Also, we have examined how these leaders describe themselves in relation to employees' learning and development and what significance learning has for the organization. The material of the study was collected through seven semi-structured interviews with the leaders who participated. The theoretical frameworks used were experiential learning, learning-oriented leadership as well as the humanistic and the management rational perspective.  We have looked at the collected empirical data to find both deviations and patterns between the respondents' experiences and perceptions to then make a general conclusion, which can be considered an inductive approach. The results show that leaders see themselves as responsible for employees' learning and development, but that they only could influence learning and development to some extent as the individual's own will, commitment, motivation or curiosity is decisive for whether learning will take place. Furthermore, it also emerged that there are different leadership styles and roles that the leader alternate between, and that the leader uses different strategies to create conditions and facilitate learning and development among employees. We found that learning takes place largely in informal environments and in the daily work where formal learning environments function as a support in the learning process. Finally, we could state that the respondents described that learning and development have an impact on the organization both in terms of financial gain but also a more prosperous workplace where individuals feel good and want to stay.

A thesis submitted to the Faculty Of Education in fulfillment of the requirements for the Degree Of Doctor Of Philosophy (D.Ed) in Science Education in the Department of Mathematics, Science and Technology Education at the University Of Zululand, 2018 / Classroom assessment is an essential component of teaching and learning. It should be an on-going process that improves instruction rather than a periodic evaluation of what has been achieved. This study was designed to investigate teachers’ and learners’ conceptions and experiences about assessment for learning (AfL) and its impact on learners’ performance in Life Science. Simple random sampling was used to select four schools from the uThungulu district to participate in the study. Two of the selected schools constituted the Treatment Condition while the other two served as the Comparison Group. Altogether, 160 Grade 11 learners (forty from each participating school) participated in the study – comprised of four intact classrooms, one from each participating school. Two teachers were trained to use AfL as an instructional approach, while the teachers of the Comparison Group used their usual instructional approaches. The topic being studied by all the learners were Animal Nutrition and Cellular Respiration, lasting six weeks for the two groups. In addition, 80 Life Science teachers also took part in the study as respondents on their assessment practices in the subject. Data were collected using pre- and post-tests for the learners and a questionnaire for the teachers. These were followed by semi-structured interviews with the two teachers of the Treatment Group and selected learners from the same group. The quantitative component of the study took the form of a Quasi-Experimental Pretest-Posttest Comparison Group Design, while the qualitative component employed a hermeneutical research approach. Data were collected using a test, questionnaire, survey and semi-structured interviews. The findings revealed that the current formative assessment practices used by Life Science teachers in uThungulu district are out of alignment with the principles of formative assessment as directed by the Department of Basic Education (DBE). Furthermore, the respondents’ conceptions of AfL did not influence their classroom assessment and instructional practices. On the question of learner performance following the six week instructional intervention, the study found that learners in the Treatment Group performed significantly higher than learners’ in the Comparison Group. From these results, recommendations are made to influence both policy and classroom practice. Investigating the wide variety of assessment practices has allowed me to come to understand the culture of assessment within the AfL approach, where assessment placed learners at the center of learning to help support the learning process. Learners’ views/experiences about AfL approach suggests that AfL instructional approach constitutes a better strategy that makes learning a more enjoyable and pleasant experience.

Across the nation, many school districts are challenged to improve the academic achievement of English language learners (ELLs). In a small district in Ohio approximately 86% of the ELLs passed the state Annual Measurable Objectives in reading and mathematics, however, 14% of ELL students are not meeting targeted objectives. The purpose of this study was to examine the pedagogical success of an ELL instructional program through the perspectives of the teachers, principals, and administrators in the local district. Using Rose's and Meyer's theory of the universal design for learning and the state's scaffolding framework of assessment, placement and intervention, this case study investigated the factors of effectiveness that participants felt best explained the success of the ELL program. The purposeful sample comprised 4 teachers, 2 principals, and 2 central office administrators. The research included data collected using 8 individual interviews, 1 group interview, 3 classroom observations, and document reviews. Data were coded and analyzed to reveal common themes and perceptions. Findings revealed that participants believed their efforts to develop relevant course content motivated the students to learn a new language, the application of the principles of the universal design for learning improved teachers' pedagogical practices, and the participants placed a priority on creating positive student and family relationships to encourage language learning. The findings can promote positive social change by advancing teachers' capacity to apply supportive practices and educators' efforts to improve the academic achievement of ELLs by implementing effective programs that motivate students to acquire adequate language skills.

No description available.

This study sought to improve the learning outcomes at the Missionary Training Center in Provo, Utah. Here, missionary trainees aged 19-24 are taught language and doctrine in an accelerated environment. In an effort to improve learning outcomes, the effect of formative feedback provided to students and summary feedback provided to teachers was assessed in a 2x2 factorial design with a separate control group. Four dependent variables were assessed including (a) doctrinal knowledge, (b) knowledge of teaching principles, (c) language grammar, and (d) ability to speak in a foreign language. The results showed that students who received immediate formative feedback outperformed students who did not receive such feedback. However, providing summary feedback to teachers did not lead to an increase in achievement. The interaction effect was not statistically significant. The results indicated that students who completed formative assessments significantly outperformed students who did not complete such assessments.

This study sought to improve the language learning outcomes at the Missionary Training Center in Provo, Utah. Young men and women between the ages of 19-24 are taught a foreign language in an accelerated environment. In an effort to improve learning outcomes, computer-based practice and teaching of language performance criteria were provided to missionaries in an effort to allow them to progress at their own pace outside of the classroom. The effect of computer-based practice and the teaching of language performance criteria were assessed in a 2x2 factorial design. The dependent variable was speaking proficiency in the Spanish language. This variable was assessed in two different ways: (a) human-rated speaking proficiency and (b) computer-scored speaking proficiency. Results suggest that the teaching of language performance criteria increases speaking proficiency over those who are not taught the criteria. Missionary trainee responses also indicate that the training of criteria helped the trainees to evaluate their own performance and the performance of other language speakers. Missionary trainees also reported that this training helped them to see their own progress and to set appropriate learning goals.

Thesis (M. Ed. (Mathematics)) -- University of Limpopo, 2022 / The purpose of this study was to document my enactment of the five key strategies of assessment for learning in my mathematics classroom to account for learners' mathematical understanding. I used a constructivism teaching experiment methodology to explore learners' mathematical activities as they interacted in the classroom. Twenty-five learners from my Grade 10 mathematics class took part in the study. Data were gathered through classroom observations, written work samples from learners, and the teacher's reflective journal. My enactment of the five key strategies enabled learners to participate in classroom discussions, collaborate with their peers, and use self-assessment tools while engaging in classroom interactions. The major findings revealed that, through my enactment of the five key strategies, learners developed conceptual understanding, procedural fluency and strategic competence of the concepts taught. In addition, practices such as the development of lesson plans detailing how the five key strategies will be enacted in the classroom, use of comment – only feedback for grading learners’ work, creating a conducive learning environment to allow the use of peer and self-assessment allowed for a meaningful enactment of assessment for learning in my classroom. Strategies four and five, whose primary goal is to encourage learners' participation in the lesson, were critical in promoting learners' mathematical understanding.

Given current legislation to ensure education for students with disabilities and that institutions of higher education are required to use universal design for learning (UDL) principles, the purpose of this study was to explore the impact of video modeling on preservice teachers' knowledge, understanding and application of the three principles of UDL. Preservice teachers were randomly assigned to control or experimental groups to determine if video embedded with UDL principles impacted their thinking. Specifically, pre and posttest information of knowledge and understanding as well as self-perceived ability to teach students with disabilities using UDL was analyzed. In addition preservice teacher created lesson plans were analyzed for application of UDL principles after viewing the video intervention. Quantitative analyses were conducted to compare pre and posttest scores of the control group (n = 41) and experimental group (n =45). The quantitative analyses of knowledge, understanding

Because many general education teachers feel unprepared to provide students with disabilities with appropriate instruction, changes to teacher education programs are needed (Burdette, 2007; Smith et al., 2010). Teacher education programs need to integrate content regarding instructional methods for teaching and accommodating students with disabilities in secondary, general education classrooms (Burdette, 2007; Smith et al., 2010). The results of the research should provide insight (1) to determine if integrating instruction on UDL into preservice SGE students' instructional methods courses will increase students' knowledge of UDL and (2) to determine if integrating instruction on Universal Design for Learning (UDL) will affect how secondary social studies (SS) students design lesson plans, particularly, content delivery and student assessment, in regards to the three principles of UDL. The research design was a quantitative, quasi-experimental design. The participants in the research study were students enrolled in four content specific SGE instructional methods courses: Social Studies (SS), Language Arts (LA), Mathematics (M) and Science (S). Research question one's data were analyzed both within content area, Wilcxon test for matched pairs, and between content areas, Mann-Whitney U test for independent samples. The results from research question one indicated a significant difference (p < .05). between pre and post UDL Knowledge test scores within the SGE SS participants. Within the other three SGE content areas, M, LA, and S, subjects' UDL Knowledge pre to posttest scores did not significantly change. When each content area's difference score for the UDL knowledge pre and posttest were calculated and compared between content areas, only the SS and S pairing demonstrated a statistically significant difference score (p < .05). Data from research question two indicated no statistically significant difference (p > .05) between pre and post intervention UDL lesson plan rubric scores. The study provides impetus for future research regarding effective delivery of UDL content in teacher preparation programs. The study also provides suggestions for future researchers who may be interested in designing a similar research study. Finally, the study provides teacher education leadership with questions regarding how the three principles of UDL planning, instruction, and assessment align with the current teacher and student educational evaluation practice of standardized assessments.

No description available.