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How can learning centers be used to support classroom instruction and promote critical thinking in a kindergarten classroom /Pellegrino, Amelia M. January 1900 (has links)
Thesis (M.S.)--Rowan University, 2007. / Typescript. Includes bibliographical references.
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Exploring a story-based learning design in a grade 4 science and technology classroomKemp, Hermione January 2014 (has links)
Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.
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The Study of Gender Difference of kindergarten Children in Study and PlayLi, Pei-hua 27 July 2004 (has links)
The purpose of this study is to explore gender difference of kindergarten children in learning area choice and play behavior. The purposes of this study were: (1) Inquire relation between gender and learning centers choice of kindergarten children. (2) Analysis kindergarten children¡¦s play model of gender difference. (3) After gender course, exploration to young children¡¦s interaction and gender behavior. Participants were a kindergarten class ten boys and seven girls .This research is an ethnography methodology with participant observation, informal interview, formally interview and literature review to collect data. After gender course, observation young child behavior and attitude's development at play. Final findings direct to under several aspects make illustrate: (1) young children¡¦s gender difference of choosing learning centers; (2) gender difference of play development; (3) curriculum with gender and play correlation.
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Developing methods for recording and describing dyadic classroom discourse between teachers and young childrenLindsay, Anne Crawford 16 July 2015 (has links)
Graduate
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Teachers' attitudes toward shared reading, guided reading, and learning centersMolzahn, Debra M. January 2005 (has links) (PDF)
Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.
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Will differentiated learning centers result in improved literacy skills in the kindergarten classroom? /Letizia, Elizabeth. January 2009 (has links)
Thesis (M.S.)--Rowan University, 2009. / Typescript. Includes bibliographical references.
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Essential and model programs for teaching and learning centers as reported by directors in selected research extensive universities: a Delphi studyPchenitchnaia, Larissa V. 15 May 2009 (has links)
This dissertation presents an essential faculty development program framework
for teaching and learning centers in research extensive universities for introducing,
enhancing, and improving faculty development programs.
In this study, the Delphi method was used to gain consensus from the study
experts on essential and model faculty development programs, key goals and biggest
challenges for teaching and learning centers in research extensive universities. This
study included two major phases: (1) creation of the original survey instrument, and (2)
conducting the surveys with the identified experts. The first phase utilized three experts
in the field of faculty development to validate the questionnaire instrument. The second
phase was completed by a panel of 15 experts representing 14 states and was conducted
in four iterations. The study answered five research questions: (1) What are essential
faculty development programs for teaching and learning centers as reported by directors
in selected research extensive universities? (2) What are model faculty development
programs for teaching and learning centers as reported by directors in selected research extensive universities? (3) What programs will be essential for faculty development in
the future as forecasted by faculty professional development experts on the Delphi
panel? (4) What should be the key goals for teaching and learning centers as reported by
directors in selected research extensive universities? (5) What are the biggest challenges
for teaching and learning centers as reported by directors in selected research extensive
universities?
This dissertation study identified 18 currently essential faculty development
programs and 28 future essential faculty development programs for teaching and
learning centers in research extensive universities. Additionally, the Delphi panel
members provided descriptions of model programs for identified essential faculty
development programs that are considered as successful best practices to faculty
development. The Delphi panel also provided insights into key goals and key challenges
for teaching and learning centers that can be used by directors to plan essential faculty
development programs.
This dissertation is significant because the results are expected to serve as a
means for evaluating existing faculty development programming and guiding the
planning of new faculty development programs to enhance teaching and learning on
research extensive university campuses.
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The Learning Commons in Historical ContextBeagle, Donald 31 March 2009 (has links)
No description available.
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Visions of the heart : teachers' perspectives on building classroom community /Young, Susan Ammon, January 1996 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 201-207). Also available on the Internet.
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Visions of the heart teachers' perspectives on building classroom community /Young, Susan Ammon, January 1996 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 201-207). Also available on the Internet.
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