Rapid technological advances and globalization have resulted in the rise of the information era and with it, the emergence of knowledge economies and the call to lifelong learning viewed as necessary for producing skilled workers. This study examines the characteristics of lifelong learners in different environments, in order to understand how education contributes to the development of the lifelong learner, as well as how active pedagogical approaches, namely problem-based learning, may be especially beneficial for developing the lifelong learner. Using a mixed-methods research approach, this exploratory study was conducted on a sample of polytechnic graduates from Singapore who were continuing their learning in bachelor degree programs at different universities. It was guided by a framework of four main attributes which were identified as possible descriptors of the lifelong learner: capacity for self-directed learning, motivation, metacognitive awareness, and learner disposition. Quantitative data were collected via responses to an instrument, the Self-Directed Learning Readiness Scale (SDLRS), while quantitative data were collected through interviews, to capture in-depth information about individuals’ lifelong learner attributes as well as to probe into their experiences in Singapore’s formal education system that enabled (or hindered) their lifelong learner development. The data generated from the survey and interviews indicated that this group of young learners from Singapore who were continuing their learning journey did manifest some of the qualities of effective lifelong learners. However, there was also some suggestion that their engagement in lifelong learning was not so much from an intrinsic love for learning, but more out of compulsion because of the better job prospects that came with it. Also, despite the aim of the Singapore Ministry of Education to develop lifelong learners under the policy umbrella of Teaching Schools, Learning Nation (TSLN), learners’ experiences suggest that reforms have not reached all secondary schools to the same extent, and that many government schools were still using more didactic teaching rather than learner-centred pedagogies. Cross-case analyses found that the experience of problem-based learning seemed to equip learners with more self-direction in learning, more intrinsic motivation to learn, and a greater metacognitive awareness. At the same time, the positive outcomes of this pedagogy appear to be mediated by the learner’s own readiness for self-directed learning: learners with lower readiness for self-directed learning appeared to be less able to enjoy the learning benefits of problem-based learning. The study concluded with implications of these findings for the Singapore education system, as well as on problem-based learning as a pedagogy for developing lifelong learners.

This content analysis assesses the insight facilitating capacity of some very common inquiry-based writing activities (featured in today's mainstream first-year college composition texts). It accomplishes that assessment by using three language-based insight facilitating methods--one centered on metaphor, another on opposition, and the other on paradox--as evaluative lenses. The position of this study is that these methods--advanced by widely published scholars in the fields of science, psychology and business as effective insight facilitators--can shed light on development opportunities (where insight facilitation is concerned) in the design and protocol of the writing activities selected for analysis. The outcome is ultimately a comparison of sorts drawn between key insight facilitators at work in the proven methods and comparable features capable of eliciting insight in the writing activities. While the analysis aims to show just how effectively insight facilitation is prompted in the selected writing activities, it also--through its evaluative lens--suggests ways the activities could more effectively do so.

The theoretical part describes the basic knowledge of management, positions and operations of manager, motivation, and motivation to learn. At the same time it sets up the foundation for practical section. In the practical part are mentioned the objectives of work, research questions, research data and data processing procedures. In the practical part analyzes the motivation of students through a questionnaire survey.

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Poor mathematics performance in South African schools is a major concern (Reddy et al., 2014) and learners’ opportunity to learn is one of the concepts that needs to be explored in schools (Dowd, Friedlander & Guajardo, 2014). Several authors (Gür, 2009; Ebert, 2017; Rohimah & Prabawanto, 2019) state that learners believe that trigonometry is difficult and abstract compared with the other topics of mathematics. Opportunity to learn (OTL) is defined as the degree to which learners during instruction get exposed to the content of the mathematics intended curriculum (Reeves & Muller, 2005). The term “mathematical tasks” refers to classwork problems, homework problems, projects, investigations and assignments. These tasks play a vital role in effective teaching and learning. Learners’ OTL was explored according to the types and nature of tasks selected by the teacher, and the pedagogical approach and strategies used by teachers and the influence of these two aspects on the time spent on tasks and learner engagement. This study therefore aimed to answer the research question about the extent to which mathematics tasks provided Grade 10 learners an opportunity to learn trigonometry. A two-part conceptual framework was used: the first part focused on the task selection in terms of its nature and cognitive demand and the second part focused on the teacher-specific factors such as teachers’ approaches and strategies. The influence of these two parts on the implementation of the tasks by the learners in terms of time-on-task and learner engagement was then described. A qualitative approach was followed, and a descriptive case study was conducted with two Grade 10 mathematics teachers from two formerly disadvantaged public schools in Gauteng Province. A qualitative research approach was used in which document analysis and classroom observations served as data collection techniques. A deductive analysis approach was implemented. The study revealed that teachers mainly gave learners recall-type and routine procedure questions involving pure mathematics, which according to CAPS’ cognitive demands, are classified as lower order thinking tasks. There was a lack of higher order mathematics tasks that could have provided the learners with and OTL trigonometry effectively. The study further revealed that both teachers’ approaches were dominated by a teacher-centred approach where the focus was on the teachers and where teachers mainly used direct teaching as teaching strategy where learners were directed to learn through memorisation and recitation techniques. Although, due to the small sample, the study’s results cannot be generalised, I believe that the findings will contribute to pre- and in-service teacher training, where teachers come to realise the importance of appropriate mathematics tasks to contribute to learners’ OTL. Moreover, the study’s findings highlight the need to engage the four cognitive levels, namely knowledge (20%), routine procedures (35%), complex procedures (30%), and problem solving (15%) in the types of tasks. The value of teachers’ choices regarding the teaching approaches and strategies used should never be under-estimated. Future research could possibly build on this study by examining the implementation of tasks to enhance learners’ in-depth understanding of trigonometry. / Dissertation (MEd)--University of Pretoria, 2021. / Science, Mathematics and Technology Education / MEd / Unrestricted

Abstract  There is increasing use of technology in the education system, such as computers, and different programs learners can use to study vocabulary. In this study, the goal was to find out if pupils in secondary education learn new vocabulary more efficiently when handwriting or typing on a computer. To study the matter, firstly, a recall and recognition test was conducted followed by a word acquisition test. Finally, two group interviews were performed to find out if there was an agreement between pupils’ understanding of how they learn most efficiently, by typing or by handwriting, and the results of this study.  The study departs from the theory that learners acquire new vocabulary more efficiently when writing by hand since the motor process of handwriting increases activity in the brain, which possibly makes learners remember better what they have written. In addition, we have considered the theory that young people who have lived their whole life with technology are more proficient in typing, rather than writing by hand and if that is the case, will it affect their motor memory? Finally, the theory that computer-assisted language learning makes vocabulary acquisition more efficient will be discussed through pupils’ own opinions from the interviews.  The result from this study shows that pupils in secondary education in Sweden, learn vocabulary in a foreign language more efficiently when typing on a computer rather than writing by hand. This is not in agreement with pupils’ thoughts, nevertheless, it is in accordance with their preferences.

This study uses qualitative methods to investigate the use of writing in a content course for elementary education majors in which writing was considered an important part of mathematical learning. The study differs from previous studies by investigating the role of writing in the everyday instructional activities, rather than investigating writing as a separate mathematical activity. An analysis of the instruction and class discussions that took place in this class reveals that components of writing that were addressed implicitly and explicitly in classroom instruction were developed simultaneously with conceptual understanding, suggesting a much stronger and more integral relationship between writing and learning than the relationship that has been hypothesized by previous research. Furthermore, specific ways in which the class was structured seemed to support the development of students' written explanations. Appropriate explanations of particular concepts were modeled by both teacher and students, and explanations of mathematical concepts were developed gradually in a relatively consistent progression that paralleled the development of the concepts themselves. The findings of this study contribute to the field of research by helping to describe the relationship between writing and learning and by illuminating some of the ways in which both student learning and student writing are affected by classroom instruction.

In this qualitative study, I explored teacher beliefs and practices about struggling adolescent readers. I chose to study 3 middle school 7th- and 8th-grade English teachers based on purposeful and convenience sampling through principal recommendation. My data consisted of interviews, observations, and documents to understand what teachers believe about struggling adolescent readers and what teachers of struggling middle school students do during instruction. I created the interviews and observation protocols and analyzed the data using the How People Learn Framework (Darling-Hammond & Bransford, 2005; National Research Council, 2000). Findings suggest (1) negative extrinsic motivation was used to boost student assessment performance, (2) the lack of foundational reading skills can cause problems through adolescence, (3) discussion strategies were used to assist struggling adolescent readers, (4) teachers had strong opinions about data walls, and (5) positive relationships with and between students were beneficial. These findings suggest implications for teachers and school leaders.

This study examined the relationships between opportunity to learn (OTL), science engagement, and science achievement in students' middle school level. This study used the Trends in International Mathematics and Science Study (TIMSS) data from the 2003 wave. The data were analyzed using structuring equation modeling and hierarchical linear modeling. It was hypothesized that students' engagement in science is a mediator between opportunity to learn and science achievement. Moreover, class and school level variability was also examined since the organization of the data was nested. The study examined the effects of OTL on students' emotional, cognitive, and behavioral engagement in science and subsequently on science achievement controlling for family socioeconomics status. The results of structural equation modeling supported some theoretical formulations of the conceptual model, and showed significant effect of OTL factors on students' science engagement, especially the behavioral engagement. Furthermore, science emotional and cognitive engagement showed positive effects on science achievement, but the effect of behavioral engagement on science achievement was complex. Detailed exploration and discussions were included in this study. The findings from hierarchical linear models suggested that students' science achievement was not only related to students' engagement, but also varied by class and school level OTL factors. The study had both theoretical and practical significances, providing valuable insights for the pedagogy of science. / Ph. D.