The knowledge and cognitive process dimensions of Technology teachers’ lesson objectives This study employs both quantitative and qualitative enquiry, which seeks to establish the nature and quality of the lesson objectives intended by Technology teachers. Technology teachers are frequently faced with the need to use technological knowledge and its methodological approaches in their development of lesson plans and in their teaching. The methodological aspect and technological knowledge of these teachers should be reflected in the framing of lesson plans containing explicit statements of lesson objectives or learning outcomes. The cognitive levels to which the objectives lead are important because of the demands placed on learners by the subject of technology. Technology inherently requires mastery of some scientific knowledge, and procedures of the technological process from needs establishment to design and fabrication of artefacts. This requires learners to achieve at the upper levels of Bloom‟s taxonomy. This is the important goal of education. The purpose of this study was to investigate the knowledge and cognitive process dimensions of the lesson objectives in lesson plans of Technology teachers. These dimensions of Technology teachers‟ lesson objectives were mapped using the Taxonomy Table adapted from the Revised Bloom‟s Taxonomy. This study used a primarily qualitative research approach, with some quantitative analysis of data. A survey research design with limited scope was used to obtain lesson plans from Technology teachers in order to establish the nature and qualities of their lesson objectives. Lesson plans were collected from 19 teachers in three districts of Mpumalanga. These lesson plans were analysed, interpreted and discussed with sampled teachers in a focus group. With regard to the knowledge and cognitive domains of the Technology teachers‟ lesson objectives, findings from this study suggest that teachers tend to focus more on factual knowledge and less towards metacognitive knowledge, and operate at low-order level in the cognitive domain. In other words, technology learners are being taught factual knowledge at the low-order level of thinking. Technology teachers tend to have lesson objectives that are known only to them. This might imply that teaching in technology occurs without proper specific objectives. Measures need to be put in place to intensify support to Technology teachers so that they realise the importance of the formulation of lesson objectives that cover all the levels in the knowledge and cognitive domains. Furthermore, Technology teachers should be encouraged to state their lesson objectives explicitly. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / unrestricted

The Harry Potter novels written by J.K Rowling have been popular since the first book was released in 1997. Rowling has written seven books about Harry and the first four together with the Swedish National Agency for Education constitute the primary sources of this essay. The essay discusses how these supposed children’s’ novels can be used to construct a lesson for students in the Swedish upper secondary classroom. The lesson plan created is based on the analysis of the possible themes of the novels using Postcolonial and Marxist critical perspectives. The theories are used to show how discrimination and suppression can be seen in the Harry Potter novels. Previous research has shown that the occurrences in Harry Potter is similar to the occurrences happening in the real world and the lesson plan is created to compare these fictional happenings with the ones happening in our real society. The lesson plan constructed consequently focuses on how the Harry Potter novels can be used to discuss discrimination and suppression takes place in English speaking societies as required by the rules and guidelines provided by the Swedish National Agency for Education.

Thesis (PhD)--Stellenbosch University, 2015. / Contains one part in Tigrigna. / ENGLISH ABSTRACT: Against the background of education reforms, this study was conducted to determine what can be learnt from using lesson study as professional development strategy in Eritrea. The core problem discussed in the study is that the instigators of successive education reforms in Eritrea expected teachers to shift their teaching from more teacher focused to student-centred approaches with little or no support provided to them. This implies that teachers in Eritrean need effective and sustainable support systems that enable them to implement the reform initiatives. In this study, the researcher uses lesson study as a strategy that could provide teacher development experiences to teachers in Eritrea that are different from the traditional one-shot varieties such as workshops, short-term orientations and training of trainer programmes which are often normally provided by the official programmes. Lesson study is a well-established classroom-based activity in which teachers systematically examine their teaching by collaboratively planning, teaching, observing, revising and re-teaching lessons. Several successes with lesson study have been reported in research in Japan, where it has been used extensively, as well as elsewhere. However, no study on teacher professional development has been conducted using lesson study as a strategy within the Eritrean context. This study is an interpretive qualitative case study that explores the effects of lesson study on science teachers’ learning and classroom practice in selected middle schools of Eritrea. It involved twenty one participants – fifteen science teachers, three school directors and three pedagogic heads for a duration of one year. Data were generated through questionnaires, semi-structured focus group interviews, observations, documents for generating research lesson events, video-recordings and photographs. The findings show that participation in lesson study cycles that were extended over a period of time was effective in enhancing the learning of teachers and changing the way they teach science in their classrooms resulting in enhanced students confidence, participation and learning. Evidence reported in this study also indicates that lesson study made a contribution to minimising teacher isolation by bringing teachers together to collaborate and share professional ideas and experiences. Moreover, the findings show the existence of a direct relationship between teachers’ interest in teacher development initiatives and the interest that the school leadership shows in such initiatives and in the extent of support they provide to the participating teachers. Though participants reported receiving benefits from lesson study, they were constrained by a lack of time, curriculum overload, large class-size, teachers’ poor living conditions, lack of suitable space, shortage of resources, students’ poor English proficiency, newness of the process and students’ negligence. This study has also contributed to extending the body of knowledge on lesson study. Finally, it is hoped that the findings of this study may be used as a guiding framework for future teacher development initiatives in the education sector or other professional development programmes in Eritrea. / AFRIKAANSE OPSOMMING: Hierdie studie is teen die agtergrond van onderwyshervormings in Eritrea onderneem om te bepaal wat uit die gebruik van lesstudie as strategie vir die professionele ontwikkeling van Eritrese opvoeders geleer kon word. Die kernprobleem van die studie is dat die opeenvolgende onderwyshervormings in Eritrea vereis dat onderwysers hulle onderrigbenadering van opvoedergerigte na meer studentegerigte metodes verander, sonder dat hulle enige noemenswaardige ondersteuning ontvang. Dit impliseer dat daardie onderwysers ’n doeltreffende en volhoubare ondersteuningstelsel nodig het om die hervormingsinisiatiewe in werking te stel. Met die lesstudiestrategie wat in hierdie navorsing gebruik is, is onderwysers in Eritrea blootgestel aan ander ontwikkelingservarings as die tradisionele eenmalige weergawes, wat gewoonlik in die vorm van werksessies, korttermynoriënterings en opleier-opleidingsprogramme plaasvind. Lesstudie is ’n gevestigde klaskamergebaseerde aktiwiteit waarin onderwysers hulle eie onderrig stelselmatig ondersoek deur lesse in samewerking met kollegas te beplan, aan te bied, waar te neem, te hersien en weer aan te bied. Verskeie suksesse met lesstudie is al aangemeld in navorsing in Japan, waar dit op groot skaal gebruik word, sowel as elders. Tog is geen studie oor die professionele ontwikkeling van onderwysers in Eritrese verband al met behulp van lesstudie as ’n strategie uitgevoer nie. Die metodologie vir die navorsing was ’n vertolkende kwalitatiewe gevallestudie wat ondersoek ingestel het na die uitwerking van lesstudie op wetenskaponderwysers se leer- en klaskamerpraktyk in uitgesoekte middelbare skole in Eritrea. Die 21 respondente – 15 wetenskaponderwysers, drie skooldirekteure en drie onderrighoofde – is vir ’n jaar by die studie betrek. Data is deur middel van vraelyste, semigestruktureerde fokusgroeponderhoude, waarnemings, dokumente vir die skep van navorsingslesgebeure, video-opnames en foto’s ingesamel. Die bevindinge toon dat deelname aan lesstudiesiklusse oor ’n langer tydperk onderwysers se leerpraktyk doeltreffend versterk en hulle wetenskaponderrig in die klas verander het. Dit het verhoogde vertroue, deelname en leer onder studente tot gevolg gehad. Bewyse wat in hierdie studie aangemeld is, toon ook dat lesstudie onderwyser-isolasie help beperk het deur onderwysers bymekaar te bring om saam te werk en professionele idees en ervarings uit te ruil. Daarbenewens dui die bevindinge op ’n regstreekse verband tussen onderwysers se belangstelling in inisiatiewe vir hulle eie ontwikkeling en die skoolleiers se klaarblyklike belangstelling in, en ondersteuning vir, onderwysers en hulle professionele ontwikkeling. Hoewel deelnemers by lesstudie baat gevind het, is hulle aan bande gelê deur tydsbeperkinge, ’n oorvol kurrikulum, groot klasse, swak lewensomstandighede, ’n tekort aan geskikte ruimte, te min hulpbronne, swak vaardigheid in Engels onder studente, die nuutheid van die proses en studente se agtelosigheid. Hierdie studie dra by tot die uitbreiding van die beskikbare kennis oor lesstudie. Die bevindinge sal hopelik as ’n raamwerk kan dien om toekomstige inisiatiewe vir opvoederontwikkeling in die onderwyssektor sowel as in ander programme vir professionele ontwikkeling in Eritrea te rig.

The riding lesson situation is complex and dynamic. Riding instructors must look at both the horse’s and the rider’s actions in order to provide useful and relevant instruction. The aim of this study is to describe and understand riding instructors’ pedagogical practice when giving riding lessons. The theoretical basis for the study is Engeström’s model for studying activity. His analytical model consists of six interrelated ”knots”. The activity system is continuously active through contradictions between the knots, ”knotworking”. These contradictions can occur at four different levels. By studying them we can arrive at an understanding of the structure of an activity system, in this case riding lessons. Ten riding instructors were interviewed and a number of riding lessons were observed. In collecting data, it was important to capture the use of language in pedagogical terms. The themes that formed the basis of interviews and observations were the concepts of communication, feeling and communication of feeling, as well as the roles of the riding instructor, the pupil and the horse. When the activity model was applied to the data, a number of knots could be observed, with the riding instructor as the subject and the pupil as the object. For example, the tools were horses and instructions. Parents and the riding hall were identified as rules and other riding instructors were the community. Finally, young people assisting the instructors and the pupils with grooming were identified as division of labour. Many of the statements and actions observed during riding lessons can be summarised in that they reflect a focus on the horse. Some riding instructors state unequivocally that what is most important to them is what is best for the horse. I call this an ”activity system with horse focus”. Another variety of statements and actions from the instructors shows an orientation towards the pupils. The instructors say that they have ambitions to support pupils in their learning. This is what I call an ”activity system with pupil focus”. Finally, there are statements and actions by instructors that can be explained by such things as ignorance, indifference or incompetence. One riding instructor says that there is a considerable amount of routine in her lessons. I call this an ”activity system with routine focus”. In this activity system the objects and goals often change places, unlike what happens in the other two activity systems. For different reasons, occasionally the routine focus switches into the other two activity systems. Contradictions were seen at four different levels within the three activity systems identified, e.g.: (1) riding instructors wanting to communicate with their pupils about the feeling of riding but lacking the words for it; (2) parents expecting that their child will get the opportunity to ride at every lesson and riding instructors feeling a pressure to meet these expectations even though they believe that the pupils need theory as well as practice; (3) the instructor wanting to improve her teaching but being inhibited by old traditions; and (4) modern teaching methods having developed within the general school system that require pupils to assume a degree of responsibility for their own learning. This stands in contradiction to the controlled riding lesson where pupils do not have much scope for acting on their own. Riding instructors give priority to the pupils or the horses to different degrees. They often act more or less subconsciously when they give pupils instruction or give them feedback. The horses are at the centre of the riding school and the riding lesson. The horses are a large part of the riding instructors’ everyday life and influential on their thinking about riding instruction. From an educational perspective, however, it would be desirable for instructors to place pupils and their learning at the centre. The need for and importance of pedagogical and didactic education for riding instructors ought to be emphasised. It is a challenge to develop riding lessons with an emphasis on optimising the conditions for pupils’ learning without taking the focus away from the horse and its wellbeing.

Ciencias de la Computación / Para lograr coherencia y flexibilidad en unidades de aprendizaje basadas en documentos multimedia, varios autores han recomendado estructurar los componentes de los cursos en grafos. En un grafo de curso, los recursos educacionales son encapsulados como objetos de aprendizaje (LO - Learning Objects) con sus respectivos metadatos (LOM - Learning-Object Metadata) y son interconectados con relaciones de varios tipos retóricos y/o semánticos. Los grafos de recursos son almacenados en repositorios en los cuales los metadatos sirven para facilitar su recuperación y reutilización. Sin embargo, tales sistemas se enfrentan con problemas serios en cuanto al uso de los LOMs: los metadatos son difíciles de instanciar y los autores de cursos generalmente no tienen estímulos para cumplir con esta tediosa tarea ya que ellos mismos no se benefician de los metadatos que generan. La generación automática de metadatos resuelve este problema. Sin embargo, este método se limita a ciertos metadatos excluyendo la mayor parte de los metadatos subjetivos tales como los metadatos educacionales. Esta limitación motivó el enfoque de esta tesis sobre una técnica complementaria: un método híbrido basado en la sinergia entre procesos automáticos e intervención humana. La generación híbrida de LOMs puede ser aplicada sobre los atributos que no pueden ser automáticamente generados. Sin embargo, este enfoque está basado en la contribución de usuarios no siempre cooperativos, quienes necesitarían ver beneficios para motivar su participación. Proponemos estudiar los usos de LOM durante la creación de cursos, no sólo desde la perspectiva de la generación híbrida sino también desde la perspectiva de los beneficios que pueden brindar los LOMs. Esta estrategia tiene como objetivo soportar una retroacción positiva en la cual los beneficios puedan motivar la generación de LOMs de buena calidad, y la buena calidad de los LOMs pueda mejorar los beneficios. En particular, esta tesis investiga métodos para (1) integrar sin transición la generación híbrida de LOMs dentro de una herramienta de creación de cursos, (2) procesar un conjunto de LOMs aunque ciertos metadatos quedaran incompletos, incorrectos, o faltantes, (3) mejorar los resultados de los métodos clásicos de recuperación de LOs usando los metadatos de los LOs que componen un curso. Desarrollamos una herramienta de código abierto para validar las propuestas de esta tesis. Experimentos preliminares mostraron que los LOMs pueden mejorar significativamente la recuperación de LOs adicionales durante el proceso de creación de cursos.

Författarna till den här studien har undersökt om en speciell undervisning kan påverka elevers förståelse för likhetstecknet. Utgångspunkten för den här studien var Construct map for mathematical equivalence knowledge som är ett schema vilket bygger på fyra olika nivåer som är tänkt att stegvis ge elever en djupare förståelse för likhetstecknet. Studien har genomförts som en lesson study där empiri har samlats in genom tre tester som var utformade från de olika nivåerna i schemat. En lesson study innebär att lärare föjer en cyklisk process där de utför, analyserar, utvärderar och reflekterar över en speciell lektion. I anslutning till testerna har två lektioner genomförts utöver den ordinarie matematikundervisningen. Lektionerna har haft fokus på att ge eleverna en djupare förståelse för likhetstecknet och dess betydelse. Resultatet av lektion 1 och tillhörande eftertest visade en marginell ökning inom nivåerna medan resultatet av lektion 2 och tillhörande eftertest visade en markant ökning hos elever som haft lektion 2. Även i de klasser som inte hade haft lektion 2 syntes en ökning av förståelsen för likhetstecknet, dock inte lika stor. Slutsatsen från studien är att ett kollaborativt arbetssätt kopplat till Construct map for mathematical equivalence knowledge kan öka elevers förståelse för likhetstecknet.

BAKGRUND:Jag har skrivit om användandet av olika typer av autentiskt material som lärare i engelskaanvänder sig av i sin undervisning i årskurs nio. Detta användande av autentiskt material harjag sedan kopplat till Whole Language-teorin samt aktuell forskning om autentiskt material.SYFTE:Undersökningens syfte är att undersöka vilka autentiska material som används av aktiva lärareoch hur dessa används. Ett vidare syfte är att på en hemsida samla de tips och råd som jagerhållit för att vidarebefordra till lärare som använder autentiskt material i sinengelskundervisning.METOD:Jag har använt mig av ostrukturerade kvalitativa intervjuer för att samla in data.RESULTAT:Lärarna som jag intervjuat, vilka alla var positiva till att använda autentiskt material, visadepå att en stor variation av aktiviteter med olika typer av material som användes. Gemensamtvar att autentiskt material användes för att göra undervisning mer omväxlande och roligt,vilket stämmer bra överens med huvudtankarna i Whole Language-teorin.

Bakgrund:Läraryrkets komplexitet och bristen på lärares teoretiska förankring öppnar för att i en variationsteoretisk ram fokusera ett lärandeobjekt som ett sätt att utveckla lärarnas lärande samt lärarprofessionen.Syfte:Syftet med studien är att undersöka några lärares föreställningar om innehållet i deras undervisning, deras föreställningar om elevernas lärande samt hur detta innehåll gestaltas under en lesson/learning study.Metod:Genom deltagande i planerings- och analysmöten samt genom observationer studeras lärarnas samtal om och deras gestaltningar av ett innehåll i vad som kan sägas vara en mix av en lesson study och en learning study.Resultat:Lärarnas samtal under planeringsarbetet och genomförandet kännetecknades av en låg grad av teorianknytning, där innehållets strukturella aspekter inte synliggjordes. I lärarnas samtal synliggjordes inte heller elevernas lärande vilket däremot kom till uttryck i undervisningssituationerna. / Program: Masterprogram i pedagogiskt arbete

Bakgrund:Läraryrkets komplexitet och bristen på lärares teoretiska förankring öppnar för att i en variationsteoretisk ram fokusera ett lärandeobjekt som ett sätt att utveckla lärarnas lärande samt lärarprofessionen.Syfte:Syftet med studien är att undersöka några lärares föreställningar om innehållet i deras undervisning, deras föreställningar om elevernas lärande samt hur detta innehåll gestaltas under en lesson/learning study.Metod:Genom deltagande i planerings- och analysmöten samt genom observationer studeras lärarnas samtal om och deras gestaltningar av ett innehåll i vad som kan sägas vara en mix av en lesson study och en learning study.Resultat:Lärarnas samtal under planeringsarbetet och genomförandet kännetecknades av en låg grad av teorianknytning, där innehållets strukturella aspekter inte synliggjordes. I lärarnas samtal synliggjordes inte heller elevernas lärande vilket däremot kom till uttryck i undervisningssituationerna. / Program: Masterprogram i pedagogiskt arbete

Thesis (Ed.D.)--Baylor University, 2005. / Includes bibliographic notes (p. 210-220).