It is often assumed that the introduction of computers will transform teaching and learning in a primary classroom. However, in many classrooms, the effective use of computers to support teaching and learning is yet to be realised. The study described in this thesis is premised on the notion that simply providing access to computers will not change classroom processes and that the agent of change is a teacher's pedagogy and practice. This study initially examined the practices of a group of primary school teachers who were considered to be exemplary in the use of computers in their classroom. It then progressed to a focus on one teacher for indepth investigation of the strategies she used as she supported children to complete an extended computer-based task. Particular attention was given to the use of " scaffolding" as a teacher support strategy for children working with computers. The study adopted a qualitative methodology and was based on a Constructivist Inquiry model (Guba & Lincoln, 1989) with a Grounded Theory approach (Strauss & Corbin, 1990) for data analysis. It incorporated three phases of investigation which included: (a) a theoretical immersion, which was based on the literature; (b) a functional immersion, which examined the practices and understandings of eight teachers; and (c) a practical immersion, in which the support strategies of the focus teacher were observed during the implementation of the task over a period of eight weeks. These observations were enhanced by " stimulated recall" interviews where video vignettes were reviewed with the teacher. A detailed coding of teacher support strategies was developed during the study and eleven research constructs emerged from the final analysis of the data. These constructs represented the outcomes of the study and were grouped into four themes: (a) teacher expertise, (b) teacher understanding of support strategies, (c) the nature of scaffolding, and (d) the role of the computer. The results of the study suggested that a teacher needs to conscientiously select and implement strategies in order to support students working with computers. They also indicated that a teacher should plan for opportunities where teacher scaffolding can be used to support and extend students. Further, the results suggested that classroom teachers would benefit from knowing about scaffolding and how it can be implemented with children working with computers. The introduction of computers into the classroom invokes the need for conscious and deliberate changes to teacher pedagogy and practice to sure that effective use is made of the opportunities provided by the technology. Although teachers do require a measure of computer confidence, it seems that a teacher who successfully implements computers in the classroom is essentially focused on the implementation of effective teaching and learning practices. Therefore, it is important that pedagogy is foregrounded in any consideration of using computers in the classroom.

Thesis (MEd (Literacy and Language)) -- University of South Australia, 1994

No description available.

No description available.

Thesis (MEd (Literacy and Language)) -- University of South Australia, 1994

This study investigates Japanese primary school students’ and teachers’ responses to educational drama as a pedagogical tool in their English language classes. Along with the participants’ responses, the applicability of educational drama as a teaching method for the Japanese teachers is also discussed. The study was conducted in Japan as ateacher-researcher using participatory action research methods. The participants of the study are three Year Six classes and their teachers in a public primary school in Japan. Educational drama is introduced as an alternative teaching and learning method to these participants who have had no experience of drama in education.

This thesis explores the knowledge needed for teaching statistics through investigations at the primary (elementary) school level. Statistics has a relatively short history in the primary school curriculum, compared with mathematics. Recent research in statistics education has prompted a worldwide move away from the teaching of statistical skills, towards a broader underpinning of statistical thinking and reasoning. New Zealand’s nationally mandated curriculum reflects this move. Consequently, little is known about the types of knowledge needed to teach statistics effectively. Ideas from two contemporary areas of research, namely teacher content knowledge in relation to mathematics, and statistical thinking, are incorporated into a new framework, for exploring knowledge for teaching statistics. The study’s methodological approach is based on Popper’s philosophy of realism, and the associated logic of learning approach for classroom research. Four primary teachers (in their second year of teaching) planned and taught a sequence of four or five lessons, which were videotaped. Following each lesson, a stimulated recall interview, using an edited video of the lesson, was conducted with the teacher. The video and interview recordings were analysed in relation to the teacher knowledge and statistical thinking framework. The results provide detailed descriptions of the components of teacher knowledge in relation to statistical thinking that are needed and used in the classroom. Included in the results are profiles of each teacher’s knowledge. These profiles describe ‘missed opportunities’, which were defined as classroom incidents in which teacher knowledge was needed but not used, and consequently resulted in the teachers not taking advantage of chances to enhance students’ learning. A number of significant themes were revealed, linked to knowledge for teaching statistics. The themes include: problems associated with teacher listening; the need for the teacher to be familiar with the data; students’ difficulties with various components of the statistical investigation cycle; and understanding variation and the development of inference. The study concludes that for effective teaching of statistics through investigations, it is necessary for teachers to have knowledge in each of four categories as related to each component of statistical thinking. If any aspect of knowledge is not available or not used, teachers will not enhance, and could disadvantage, students’ learning. Implications from the findings are considered for initial and on-going teacher education.

This thesis explores the knowledge needed for teaching statistics through investigations at the primary (elementary) school level. Statistics has a relatively short history in the primary school curriculum, compared with mathematics. Recent research in statistics education has prompted a worldwide move away from the teaching of statistical skills, towards a broader underpinning of statistical thinking and reasoning. New Zealand’s nationally mandated curriculum reflects this move. Consequently, little is known about the types of knowledge needed to teach statistics effectively. Ideas from two contemporary areas of research, namely teacher content knowledge in relation to mathematics, and statistical thinking, are incorporated into a new framework, for exploring knowledge for teaching statistics. The study’s methodological approach is based on Popper’s philosophy of realism, and the associated logic of learning approach for classroom research. Four primary teachers (in their second year of teaching) planned and taught a sequence of four or five lessons, which were videotaped. Following each lesson, a stimulated recall interview, using an edited video of the lesson, was conducted with the teacher. The video and interview recordings were analysed in relation to the teacher knowledge and statistical thinking framework. The results provide detailed descriptions of the components of teacher knowledge in relation to statistical thinking that are needed and used in the classroom. Included in the results are profiles of each teacher’s knowledge. These profiles describe ‘missed opportunities’, which were defined as classroom incidents in which teacher knowledge was needed but not used, and consequently resulted in the teachers not taking advantage of chances to enhance students’ learning. A number of significant themes were revealed, linked to knowledge for teaching statistics. The themes include: problems associated with teacher listening; the need for the teacher to be familiar with the data; students’ difficulties with various components of the statistical investigation cycle; and understanding variation and the development of inference. The study concludes that for effective teaching of statistics through investigations, it is necessary for teachers to have knowledge in each of four categories as related to each component of statistical thinking. If any aspect of knowledge is not available or not used, teachers will not enhance, and could disadvantage, students’ learning. Implications from the findings are considered for initial and on-going teacher education.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Earl Woodruff.

Thesis (M.P.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 142-145).