A Study of the Effects of ¡§Cooperation-Strategy-Communication Method¡¨ on the English Learning of Expert and Novice Seventh Graders Ya-Ting Chen Abstract The purpose of this study was to investigate the effects of ¡§Cooperation-Strategy-Communication Method¡¨(CSCM, developed by the researcher) on motivation in English learning, English learning strategies, and English ability. Expert/novice students were the high/low achievers of English learning in primary school. A quasi-experimental design was conducted. Participants were English expert and novice seventh graders selected from a junior high school in Kaohsiung County. One of the summer activity classes represented the experimental group (EG), while another one was the control group (CG). During the month of experimentation, both classes were given English instruction for 16 periods, by having EG received CSCM, and CG received general English teaching. The instruments for pretests were ¡§English Learning Achievement Assessment¡¨ and ¡§English Learning Status Questionnaire A for 7th Graders¡¨, which included ¡§English Learning Motivation Scale¡¨, ¡§English Learning Manners Scale¡¨ and open-ended questions. The instruments for posttests were ¡§English Ability Test for 7th Graders¡¨, and ¡§English Learning Status Questionnaire B for 7th Graders¡¨, which also included ¡§English Learning Motivation Scale¡¨, ¡§English Learning Strategies Scale¡¨ and open-ended questions. Besides, interview outline and teaching diary were also used. Quantitative data were analyzed by two-way MANCOVA while qualitative data referred to content analysis. The main findings were: 1.CSCM showed positive effects on English learning strategies and English ability. 2.Expert students in EG outperformed expert students in CG in English ability. 3.Expert students outperformed novice students in 7 different measures, including motivation in English learning, extrinsic motivation, school curriculum, extracurricular learning, memory strategies, cognitive strategies and English ability. 4.Both expert and novice students: (1) mastered English learning strategies; (2) expected interesting, active and interactive instruction; (3) expected warm attitude from teachers; (4) evaluated their own level of English ability well. The researcher referred to the above findings and made related recommendations for further studies and educational applications.

Although widely used, little is known about the nature of expertise involved in functional task analysis, methods used to discover and represent a task structure in terms of goals and subgoals. Training studies indicated that learning task analysis is not trivial. To counter the "task analysis is an art" explanation, this dissertation approached task analysis as a skill acquisition problem that can be understood through scientific inquiry. Two studies were designed to capture and characterize experienced and novice performance. Professional (Study 1) and novice (Study 2) task analysts conducted task analyses on six tasks from two domains (cooking, communication). Master task analyses were created for each task and served as a basis for analysis. Some similar patterns to the task analysis products and errors were observed for the hierarchy dimensions (breadth and depth of analysis), subgoal focus, and versatility. However, differences in separating subgoals (verb-noun pairs) were observed and may be further investigated in the future. Future directions could also focus on understanding the association between the general approach (breadth and depth-first) and the characteristics of the task analysis products. Skill components of functional task analysis were derived from the findings in both studies conducted for this dissertation.

Ill-structured problems, problems that do not have simple structures and one finite correct solution, are the most common form of problems that engineers meet in everyday situations. However, because ill-structured problems and well-structured problems differ in many aspects, the curriculum of engineering education mostly focuses on well-structured problems, leading to the possibility that students might not apply the knowledge they have learned from school to the workplace after they graduate. Problem-based learning using ill-structured problems is more effective in teaching students to approach a solution for a task in a more expert-like way, by, for example, using analogical reasoning. In this study, novice participants who are majoring in Engineering and expert participants who are in the Civil or Mechanical Engineering fields are asked to solve ill-structured problems. The focus of analysis will be on the different types of analogies they use. Self-Efficacy will also be measured using a survey to observe if different levels of self-efficacy affect problem solving differently in the two groups, and if there is any relationship between types of analogies that each groups use and self-efficacy. The findings of this study would help to improve the curriculum of engineering education especially enhancing students’ cognitive strategy for engineering designs. / text

This study examined the relationship between beliefs found using the Integrated Mathematics and Pedagogy (IMAP) project beliefs survey and the beliefs found in math stories of eight novice (less than two years teaching) elementary school teachers. The stories were coded for the same beliefs used in the IMAP survey. As in the IMAP survey, the strength of evidence of the belief was assigned numerical values, zero through three, indicating virtually no evidence to very strong evidence respectively. Results showed that specific beliefs could be found in math stories, yet not always at the same level of strength as the IMAP survey. This indicates that each conveys differing views on the teachers' beliefs, and thus provides more detailed pictures of the teachers' beliefs. The details include a sense of the trajectory of development of teachers' beliefs from student to teacher that the IMAP survey does not. The math stories also provide evidence of the role of emotion in the formation and entrenchment of beliefs. / text

This mixed-methods action research study explored the congruence between mentor and mentee perceptions of the importance and effectiveness of 12 district-specific focus areas of mentor support. While reviewing current data pertaining to teacher attrition, the researcher observed a limited availability of investigations relating to the perceived role of the mentor teacher based on the experiences and observations of both the novice and mentor teacher.The target population for this study was 70 novice and mentor special education teachers during the 2005--2006 school year employed at 13 middle schools in a school district located in Florida. Of the 70 beginning and mentor teachers, 4 mentor teachers and 2 novice teachers from 4 of the 13 middle schools within the district volunteered to participate. The mentor and mentee teachers who chose to take part were not mentoring pairs during the 2005--2006 school year.Obtaining Institutional Review Board approval, the researcher contacted middle school principals to attain administrative support for the study. Novice and mentor middle school teachers alike were then contacted via postal mail requesting their participation. Concerted efforts were made to secure mentor--mentee participation.The researcher relied on multiple data collection methods---a demographic and multi-item survey for the novice and mentor teacher (Appendixes D & E) and standardized open-ended interview questions for the novice and mentor teacher (Appendixes F & G). Lastly, the researcher conducted an analysis of pertinent district documents, more specifically thoroughly examining the information presented in the ESE Mentor Program Resource Manual for mentor and mentee teachers.The major findings of this study include the following: (1) formal and informal mentoring of beginning special education teachers by experienced mentors and colleagues is a useful and productive endeavor; (2) ESE paperwork demands are rigorous for novice teacher; (3) the needs and concerns of ESE teachers vary based on classroom assignment and student population, and (4) the ESE Mentor Program Resource Manual provided useful information referencing the 12 areas of mentor support for beginning special educators, but did little to guide mentor and novice teachers in facilitating the mentoring process.

This thesis is about the process of becoming, or not becoming, a primary school mathematics teacher. The aim is to understand and describe the professional identity development of novice primary school mathematics teachers from the perspective of the novice teachers themselves. The study is a case study with an ethnographic direction where seven novice teachers have been followed from their graduation and two years onwards. The ethnographic direction has been used to make visible the whole process of identity development, both the individual and the social part. The empirical material in the study consists of self-recordings made by the respondents, observations and interviews. The empirical material is analysed in two different but co-operating ways. First a conceptual framework was developed and used as a lens. Second, methods inspired by grounded theory are used. The purpose of using them both is to retain the perspective of the respondents as far as possible. At the time of graduation the respondents are members in a community of reform mathematics teaching and they want to reform mathematics teaching in schools. In their visions they strive away from their own experiences of mathematics in school and practice periods. Four cases are presented closely in the thesis as they show four various routes into, and out of, the teaching profession. These four cases make visible that the respondents’ patterns of participation regarding teaching mathematics changes when they become members in new communities of practice with mathematics teaching as part of the shared repertoire. But, the four cases also make visible that the existence of such communities of practice seems to be rare and that the respondents’ different working conditions limit their possibilities of becoming members in those that exist. During the time span of this study, the respondents hardly receive any feedback for their performance as mathematics teachers. Even if they teach mathematics they don´t teach it as they would like to and they don´t think of themselves as mathematics teachers. Two years after graduation none of the respondents has developed a professional identity as primary school mathematics teacher. A primary school teacher in Sweden is a teacher of many subjects but they are the first teachers to teach our school children mathematics. For the respondents to develop a sense of themselves as a kind of primary school mathematics teacher, mathematics teaching has to become part of their teacher identities. For this to become possible, mathematics must become a part of their image of a primary school teacher as an image of a primary school mathematics teacher. Furthermore memberships in communities of practice with mathematics in the shared repertoire must be accessible, both during teacher education and after graduation. Then professional identity development as a primary school teacher would include becoming and being a teacher of mathematics.

The aim of this study was to examine first year teachers' experiences incorporating instructional technology into their teaching through the lens of Technology-Pedagogical Content Knowledge. Technology-Pedagogical Content Knowledge is a fairly new concept drawn from the concept of Pedagogical Content Knowledge, originating with Shulman. Participating teachers were graduates of a Southwestern University's College of Education laptop initiative that required all College of Education students to purchase a laptop. The laptop was used throughout their pre-service teaching course work. The first graduating cohort of this initiative was surveyed during their first full year of teaching. Ten of those surveyed then participated in interviews and journal writing related to their technology integration experiences. Results indicated that for the most part these new teachers are not facing access and support related barriers to technology use, though time constraints are still an issue. Results also indicated that the teachers are using technology in their instructional activities, and are continuing to grow in their technology integration skills. The basis in technology use from their College of Education combined with the technology-supportive school atmosphere in which they teach appears to be an environment that is fostering teachers who are willing to experiment with technology integration and are planning how to integrate it more in the coming school year. Their understanding of the connections between technology, content and pedagogy, their t-PCK, are developing and transforming. Impact on the field includes a greater understanding of how teachers come to design lessons for technology integration as well as a greater understanding of how graduates from teacher preparation programs with an emphasis on technology integration are able to apply their skills upon entering the teaching field. / text

Objectives: The aim of the two exploratory studies presented here, was to investigate expert-novice cognitive performance in the field of dietetic counseling. More specifically, the purpose was to characterize the knowledge used and the cognitive reasoning strategies of expert, intermediate and novice dietitians during their assessment of clinical vignettes of simulated dyslipidemia cases. Background: Since no studies have been conducted on the expert-novice differences in knowledge utilization and reasoning in the field of dietetics, literature from various domains looking at expert-novice decision-making was used to guide the studies presented here. Previous expert-novice research in aspects of health such as counseling and diagnostic reasoning among physicians and nurses has found differences between in the way experts extract and apply knowledge during reasoning. In addition, various studies illustrate an intermediate effect, where generalist performance is somewhat poorer than that of experts and novices. Methods: The verbal protocols of expert (n=4), generalist (n=4), and novice (n=4) dietitians were analyzed, using propositional analysis. Semantic networks were generated, and used to compare reasoning processes to a reference model developed from an existing Dyslipidemia care map by Brauer et al, (2007, 2009). Detailed analysis was conducted on individual networks in an effort to obtain better understanding of cue utilization, concept usage, and overall cohesiveness during reasoning. Results: The results of the first study indicate no statistical differences in reasoning between novices, generalist and experts with regards to recalls and inferences. Interesting findings in the study also suggest that discussions of the terms “dietary fat” and “cholesterol” by individuals in each level of expertise had qualitative differences. This may be reflective of the information provided in the case scenearios to each participating dietitian. Furthermore, contrary to previous studies in expert-novice reasoning, an intermediate effect was not evident. The results of the second study show a statistical difference in data driven (forward) reasoning between experts and novices. There was no statistical difference in hypothesis driven (backward) reasoning between groups. The reasoning networks of experts appear to reveal more concise explanations of important aspects related to dyslipidemia counseling. Reasoning patterns of the expert dietitians appear more coherent, although there was no statistical difference in the length or number of reasoning chains between groups. With previous research focusing on diagnostic reasoning rather than counseling, this finding may be a result of the nature of the underlying task. Conclusion: The studies presented here serve as a basis for future expert-novice research in the field of dietetics. The exploration of individual verbal protocols to identify characteristics of dietitians of various levels of expertise, can provide insight into the way knowledge is used and applied during diet counseling. Subsequent research can focus on randomized sample selection, with case scenarios as a constant, in order to obtain results that can be generalized to the greater dietitian population.

The focus of this study was on the factors that play a role in preparing novice teachers for their first Admission Review and Dismissal (ARD) committee meeting. A mixed methods approach was used to answer the research question: Which resource plays a stronger role in the preparation of novice teachers for their first ARD meeting, previous college preparation courses, involvement in a mentoring program, or a Mock ARD Training Video specific to the district’s current expectations of an ARD meeting? This study incorporated pre- and post-surveys and interviews with novice teachers in various departments and grade levels after participating in their first ARD committee meeting. Due to the small sample size available of novice special education teachers in the district in one school year (three in 2012-2013), this study involved both general education and special education novice teachers during the 2012-2013 school year. Based on the findings of this study, recommendations were made to the district to address the identified areas of continued need as they apply to the ARD meeting process.

The aim of this research is to explore the question of how farmers learn, in constructing knowledge both in and for practice. It seeks to identify how they gain new ideas, make changes, develop to a level of expertise and who and what contribute to this process. The rapidity of change in a high tech environment, combined with globalisation, the new economy and the knowledge age, means that farmers are living their lives in 'fast forward' mode. There is so much new technology, research and development available that the ability to identify information relevant to a particular farming practice and to process it to knowledge is an increasing challenge. Six central South Island (N.Z.) farmers were selected purposively as case studies. The range of case profiles provides for comparison and contrast of the relative importance of formal qualifications, differences between sheep/beef farmers and dairy farmers, levels of expertise, age and experiences. The self-rating of the farmers enables a comparison of lower and higher performers, identifying characteristics which enable insight into why some farmers consistently lead new practice and why others are reluctant followers. The research is qualitative in design and approached from a constructlVIst and interpretive paradigm. Socially and experientially based, it seeks to understand the experiences of the subjects through in-depth interviews and observations. This study identifies farmers as social learners although working independently, in relative geographical isolation and often, social isolation. It concludes that these farmers learn through participation in the practice of farming. This practice includes a constellation of cOmInunities of practice, which may be resource-rich or resource-poor, depending on the range and depth of the farmer's involvement. Through full and committed participation in these practice communities and associate constellations, the practitioner's identity evolves, encouraging new practices, ideas and innovation. This study emphasises that expertise is not a permanent state but requires evolving identity, knowledge and dispositional ability; for maintenance and growth within a culture of practice. Emergent grounded theory suggests that dispositional knowledge underpins construction and use of all knowledge; that construction and use of high-order propositional and procedural knowledge requires higher-order dispositional knowledge and that mastery is developed through evolving identity, dispositions, leadership and learning, socioculturally constructed through resource-rich constellations of communities of practice.