This study compared graduate student attitudes toward different instructional approaches within online, blended, and face-to-face courses in a public institution of higher learning. The participants completed an online survey questionnaire that was designed by the researcher using 4 learning theories in education: behavioral, cognitive, constructivism, and humanistic (Merriam, Caffarella, & Baumgartner, 2007) approaches toward teaching and learning. There were 210 total responses from graduate students enrolled during 2013 spring semester. There were more female (71.4%) than male (28.6%) students who responded. Previous studies have compared face-to-face (F2F) and online methods of instructions and have shown mixed results. Whereas some studies have shown F2F instructional methods as favorable to students, others found no differences between F2F and online methods. This study was guided by 4 research questions. Analysis of variance (ANOVA) and t test statistical procedures were used to analyze the data. The findings of this study showed significant differences in students’ preference in instructional methods and in instructional approaches (behavioral, humanistic, cognitive, and constructivist). The study found that full-time graduate students tended to prefer F2F instructional methods, while part-time students preferred online methods. Additionally younger students (< 35 years) reported stronger preference for F2F methods of instruction than older students (> 36 years) in cognitive and constructivist instructional approaches with no significant differences by age for behavioral and humanistic instructional approaches.

abstract: This study examines ninth graders’ negotiation of meaning with one canonical work, Romeo and Juliet. The study’s sample was 88% Latino at a Title I high school. The study adopts a sociocultural view of literacy and learning. I employed ethnographic methods (participant observation, data collection, interviews, and focus groups) to investigate the teacher’s instructional approaches and the literacy practices used while teaching the canonical work. With a focus on students’ interpretations, I examined what they said and wrote about Romeo and Juliet. One finding was that the teacher employed instructional approaches that facilitated literacy practices that allowed students to draw on their cultural backgrounds, personal lived experiences, and values as they engaged with Romeo and Juliet. As instructional approaches and literacy practices became routine, students formed a community of learners. Because the teacher allowed students to discuss their ideas before, during, and after reading, students were provided with multiple perspectives to think about as they read and negotiated meaning. A second finding was that students drew on their personal lived experiences, backgrounds, and values as they made sense and negotiated the meaning of Romeo and Juliet’s plot and characters. Although the text’s meaning was not always obvious to students, in their work they showed their growing awareness that multiple interpretations were welcomed and important in the teacher’s classroom. Through the unit, students came to recognize that their own and their peers’ understandings, negotiations, and interpretations of the canonical work were informed by a variety of complex factors. Students came to find relevance in the text’s themes and characters to their experiences as adolescents. The study’s findings point to the importance of allowing students to draw from their cultural backgrounds and experiences as they negotiate meaning with texts, specifically canonical ones, and to welcome and encourage multiple meanings in the English classroom. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2016

Globally, the importance of teaching mathematics to young children has rapidly increased. The concepts of space and shape are one of the mathematical content areas of mathematics that young children should explore, and Grade R teachers ought to understand and implement. Numerous theorists, researchers and authors have provided valuable insights and research on why Grade R teachers should be effectively teaching the mathematical content of knowledge of space and shape in their classrooms. In South Africa, several influences and contributing factors make it a challenge for Grade R teachers to implement the mathematical content knowledge of space and shape. This study sought to gain an insight in how Grade R teachers understand and implement the mathematical content knowledge of space and shape. The conceptual framework was developed from existing theories and research literature. A constructivist approach was followed. The framework comprised six levels to explain how Grade R teachers’ mathematical and pedagogical knowledge develops. The framework assisted in formulating questions and methods for the data collection process. The collected data was organised, transcribed and analysed. The study employed a qualitative case study design to generate data from five Grade R teachers’ experiences, views, ideas, opinions and perceptions on teaching the mathematical concepts of space and shape. Data were collected from the five teachers through participant observations, semi-structured interviews, documents and keeping a journal. The data analyses and findings support the themes and subthemes to answer the research questions. The findings from the research revealed that teachers should implement various innovative teaching approaches to facilitate active participation, so that the children could make their own meaning and understanding of the mathematical content of space and shape. Age-appropriate content and materials that scaffolds on children’s prior knowledge were found to be important strategies for effective teaching and learning. Teachers and their schools have a responsibility to establish positive learning environments as well as positive learning experiences for the children. The teachers in the study raised their concerns about the Curriculum and Assessment Policy Statements as they felt that they lacked creativity and guidance. Various factors with a negative impact on teaching and learning were identified and recommendations were made for improvement. The study concludes that Grade R teachers would benefit from gaining an in-depth understanding of the effective implementation of the mathematical content knowledge of space and shape. / Dissertation (MEd)--University of Pretoria, 2018. / Early Childhood Education / MEd / Unrestricted

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Master of Arts / Modern Languages / Mary T. Copple / Due to the fact that some English as a foreign language students lack motivation to learn English, this report will discuss how to promote their motivation by structuring appropriate lesson plans; giving students authentic L2 input; designing meaningful and communicative activities; choosing the right type of question to create learning opportunities; and using the guided inductive instructional approach for grammar teaching. Also, it will discuss how to prepare to be a 21st century teacher. The second part of this report contains detailed lesson plans for a unit on pets in which pedagogical theory is put into practice. This unit is mainly designed for low intermediate level English learners. The objectives of this lesson plan not only aim for improving students’ English language skills but also developing their animal and environmental protection awareness.

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Samhällskunskapsämnet ska bidra till att utveckla elevers kunskaper om demokratiska värden, mänskliga rättigheter samt utveckla förståelse för olika förhållanden och strukturer i samhället. Dessa kunskaper är avgörande för elevers möjlighet att leva och verka i samhället. Elever i läs- och skrivsvårigheter behöver dock ofta stöd i sin inlärning. Samhällskunskapslärare behöver därför ha kunskap om olika undervisningsmetoder i ämnet som ger dessa elever möjlighet till inlärning. Forskning om undervisningsmetoder i samhällskunskap för elever i dessa svårigheter är begränsad. Det är därför av vikt att undersöka samhällskunskapslärares erfarenheter för att bidra till en mer likvärdig undervisning för alla elever. Syftet med denna studie är därmed att bidra med kunskap om hur mellanstadielärare möjliggör lärande för elever i läs- och skrivsvårigheter inom ämnet samhällskunskap. Denna studie utgår från två frågeställningar som berör vilka undervisningsmetoder lärare beskriver att de använder för att möjliggöra lärande i samhällskunskap hos elever i läs- och skrivsvårigheter samt vilka möjligheter och utmaningar dessa metoder genererar. För att undersöka samhällskunskapslärares beskrivningar av undervisningsmetoder kombineras en sociokulturell teoribildning med en kvalitativ analys baserad på semistrukturerade intervjuer. Åtta lärare från tre olika skolor intervjuades och intervjuerna analyserades med en tematisk analys där fem kategoriseringar lyftes fram. Studiens resultat visar att samhällskunskapslärarna använder olika undervisningsmetoder för elever i läs- och skrivsvårigheter, inklusive gemensam läsning, läsförståelsestrategier och användning av digitala verktyg. För skrivande används både metoder som hjälper elever att visa kunskaper och metoder som främjar lärande, inklusive digitala verktyg och muntlig framställning. Kooperativt lärande är också en metod som påvisas främjar lärande i samhällskunskap för elever i läs- och skrivsvårigheter. Utmaningar med användning av metoderna benämner lärarna är att nå alla elever, skapa ett samarbetsvänligt klimat och hitta differentierat material. Slutligen konstateras att skapandet av lärandemöjligheter för elever i läs- och svårigheter genererar en positiv inlärningsmiljö som gynnar lärandet i samhällskunskap för alla elever. / Civics education aims to contribute to the development of pupils' knowledge of democratic values and human rights, as well as to foster an understanding of various social conditions and structures. These knowledge areas are crucial for pupils' ability to live and function in society. However, pupils with reading and writing difficulties often require additional support in their learning process. Therefore, civics education teachers need to have knowledge of different teaching methods that provide these pupils with opportunities for learning. Research on teaching methods in civics education for pupils with such difficulties is limited. Investigating civics education teachers' experiences is crucial for promoting equitable education. The purpose of this study is to provide knowledge on how primary school teachers facilitate learning for pupils with reading and writing difficulties in civics education. This study addresses two research questions regarding the teaching methods described by teachers to facilitate learning in civics education for pupils with reading and writing difficulties and the opportunities and challenges these methods generate. To examine civics education teachers' descriptions of teaching methods, a sociocultural theory is combined with a qualitative analysis based on semi-structured interviews. Eight teachers from three different schools were interviewed. The interviews were analyzed using thematic analysis which generated five categories. The findings of the study indicate that civics education teachers utilize various teaching methods for pupils with reading and writing difficulties, including shared reading, reading comprehension strategies and the use of digital tools. For writing, both methods that assist pupils in demonstrating knowledge and methods that promote learning are utilized, including digital tools and oral presentations. Cooperative learning is also identified as a method that is shown to enhance learning in civics education for pupils with reading and writing difficulties. Challenges identified by teachers in implementing these methods include reaching all pupils, fostering a cooperative climate and finding differentiated materials. Finally, it is concluded that creating learning opportunities for pupils with reading and writing difficulties generates a positive learning environment that benefits the learning in civics education for all pupils.

Au 21ème siècle, communiquer en langues étrangères est désormais un facteur-clé dans un contexte mondialisé. C’est pourquoi, nous consacrons cette recherche à évaluer la compétence orale des apprenants saoudiens. Dans un premier temps, nous étudions les différentes dimensions de la compétence orale tout en mettant l’accent sur les méthodologies visant à développer la compétence orale. De même, nous analysons l’évaluation qui constitue un processus important dans un cours de FLE. Dans le cadre de cette thèse, nous analysons la production orale des apprenants saoudiens qui ont participé à plusieurs situations de communication. Cette analyse concerne, d’une part, la capacité des apprenants de communiquer oralement dans les différentes situations de communication. D’autre part, nous étudions leurs difficultés rencontrées aux niveaux lexicales, grammaticales et phonétiques. Pour aller plus loin dans notre recherche, nous avons recours aux Technologies de l’Information et de la Communication (TIC) en élaborant une formation de FLE à distance. Celle-ci a aidé, malgré certains obstacles, à améliorer la compétence orale chez les apprenants saoudiens. / In the 21st century, communicating in foreign languages has become a key factor in a global context. Therefore, this research is dedicated to assess the oral skills of Saudi learners. First of all, the research studies the various dimensions of the oral skills while focusing on the methodologies of developing those skills. It analyses as well the assessment that constitutes an important process in an FFL course. As part of this thesis, we’ve conducted a study analyzing the oral performance of some Saudi learners who took part in several communication situations. On one hand, this study analyses the ability of learners to communicate orally in various situations of communication. On the other hand, it studies the difficulties encountered at the lexical, grammatical and phonetic levels. To go further in our research, we’ve used the Information and Communication Technologies (ICT) in developing an FFL distance training, which helped, despite some obstacles, improving oral skills of Saudis learners.