Global ETD Search

1	Considerations of Implementing Student-Directed Teacher-Supported Strategies in a Public Middle School Setting Ostraff, Kaleb Joseph 03 June 2020 (has links) In an attempt to help middle school art students to be more engaged and have more ownership over their learning experience, the researcher, who is also the classroom teacher, created and implemented student-directed and teacher-supported strategies. Using a design-based research methodology, the author conducted a qualitative study over a twelve-week period investigating the affordances or limitations of implementing more student-directed strategies. The results showed three categories of student responses. The students that were ready and capable to direct their own learning excelled, guiding their own learning, and were able to generate personally relevant and disciplinary connected art. The second category of students initially did not have the artistic skills or the skills necessary to direct their own learning. Through interventions and scaffolding, these students were able to direct their learning and make personally relevant and disciplinary connected art. The last category of students struggled to guide their learning, were unmotivated, and relied on the teacher to direct their learning. The results suggest that neither a teacher-centered or student-directed model alone is adequate to achieve desired outcomes of students guiding their learning and achieving high academic standards. There is a need for a teacher to perceive and adapt their practice to address the multifaceted needs of students. student-directed teacher-centered autonomy motivation student ownership Fine Arts
2	The Educative Practices of Public Alternative Educators Around Student Choice and Student Directed learning in the Ontario Context Murnaghan, Cynthia Ann 14 December 2009 (has links) This thesis explores educative ideas such as student choice, student autonomy and student directed learning in an educational environment dominated by a top-down, provincially legislated curriculum. Qualitative data was obtained from the professional stories of two experienced educators teaching in public alternative schools in Toronto, Ontario. Using the theoretical lenses of autonomy, relatedness and competency to filter the collected data reveals that offering students authentic choice in their school day has many benefits. Despite this, our globally entrenched educational paradigm dominates our educational world usurping many alternative models. alternative education student choice student autonomy student directed learning competency public education 0524
3	The Educative Practices of Public Alternative Educators Around Student Choice and Student Directed learning in the Ontario Context Murnaghan, Cynthia Ann 14 December 2009 (has links) This thesis explores educative ideas such as student choice, student autonomy and student directed learning in an educational environment dominated by a top-down, provincially legislated curriculum. Qualitative data was obtained from the professional stories of two experienced educators teaching in public alternative schools in Toronto, Ontario. Using the theoretical lenses of autonomy, relatedness and competency to filter the collected data reveals that offering students authentic choice in their school day has many benefits. Despite this, our globally entrenched educational paradigm dominates our educational world usurping many alternative models. alternative education student choice student autonomy student directed learning competency public education 0524
4	QR CODE ACCESSED VIDEO-BASED INSTRUCTION TO TEACH VOCATIONAL SKILLS TO STUDENTS WITH MODERATE TO SEVERE DISABILITIES Barnett, Lora N. 01 January 2018 (has links) The purpose of this study was to determine the effects of QR code (quick reference) linked video-based instruction (VBI) on daily vocational skills for students with moderate to severe disabilities (MSD). A multiple probe across participants was used to evaluate the effectiveness of VBI accessed through scanning a QR code. During technology training a system of least prompts was used to teach students to unlock the iPod, scan the QR code, press play, and press pause between each step of the task; after reaching mastery, students entered into the intervention condition (VBI). During VBI an immediate change in level was observed across three particpants. This study found a functional relationship between VBI and the completion of vocational tasks. moderate to severe disabilities vocational skills video-based instruction student-directed instruction QR codes Special Education and Teaching
5	TEACHING AND LEARNING STRATEGIES USED BY STUDENT-DIRECTED TEACHERS OF MIDDLE SCHOOL BAND Bazan, Dale Edward 06 July 2007 (has links) No description available. music education student-directed instruction music music education pedagogy instrumental music instrumental music education band directing teaching and learning strategies music instruction music teaching style teaching styles mixed methods
6	Reconsidering Teacher Commentary As Interactive And Collaborative Dialogue: Implications For Student Writing And Revising Morris, Deborah Eileen 30 July 2014 (has links) No description available. Education Educational Theory Literacy Pedagogy Rhetoric Teaching teacher commentary response formative assessment self-assessment FYC student engagement intentional teaching student-directed dialogue rhetorical values critical literacy reading writing revising

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