A number of previous investigations have suggested that schema learning would be more readily facilitated by a recognition task than a reproduction task due to the increased memory requirement of the reproduction task. Differential memory requirements of 0, 4, 8, 16 and 32 seconds were imposed on 50 Ss in a recognition task to determine if increased memory requirements improved schema learning in the same mode as the reproduction task. The results indicated no significant improvement in schema learning with increased memory requirement. The data does suggest negative transfer from reproduction to recognition task. Recommendations for design and procedural improvements are included.

This study looked at one classroom's manifestation of inquiry. Looking at tasks as part of the Full Option Science System (FOSS) shed light on the way in which inquiry took shape in the classroom. To do this, detailed descriptions and analysis of the enactment of inquiry-based tasks were conducted in one fifth-grade elementary school classroom during an 8-week period of instruction. A central finding was that the intended tasks differed from the actual tasks. This incongruence occurred primarily due to the actions of individuals in the classroom. These actions shaped tasks and transformed inquiry-based tasks from highly ambiguous, high-risk tasks to a routine set of steps and procedures. Teacher's actions included establishing a classroom culture, creating a flow to classroom events, and making instructional decisions. These actions resulted in implicit structures in the classroom that determined the pace and sequence of events, as well as how the requirements and value of work were understood by students. Implicit structures reflected shared understandings between the teacher and students about work and the overall system of accountability in the classroom.

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The National Curriculum Statement (NCS) for Mathematical Literacy (Maths Lit) states that the approach to Maths Lit teaching has to be contextualized – focusing on context-driven problems that relate to everyday lives. In this report I attempt to identify how teachers select and use context–oriented tasks for their grade 10 Mathematical Literacy classrooms. Data was gathered using a case study of four teachers, using interviews and analysis of various documents (work schedule and sample of learners‟ workbooks). Vygotsky‟s theory of mediation was used to analyze the findings in relation to the Maths Lit goals and principle of contextualization. The agendas from Graven and Venkat (2007) were used as the tool to analyze the tasks in the learners‟ books. A continuum based on these agendas was used as a descriptive tool of where teachers fit in relation to the context/content spectrum. The study concluded that teachers mainly used the work schedule and text books to select the context-oriented tasks for their learners. Teachers‟ selections of tasks were guided by the mathematical content to be taught. Most of the tasks‟ contexts lacked authenticity and the tasks consisted of pure mathematical content. The teachers mainly used the context to introduce the content to be learned. The tasks that were used promoted mathematical goals and were not context-driven. The level of authenticity promoted within the Maths Lit curriculum and its disseminated support documents such as work schedules, therefore needs to be investigated further.

The abundance of technologies around our children, provides us with resources that can be used in second and foreign language classrooms. Often, children do not have the opportunity to practice Spanish in an authentic way, due to limited Spanish instruction that some institutions or public schools offer at the elementary level. Therefore, the limited time that is allowed to teach should be used wisely by means of computer games in the target language in conjunction with language tasks may offer the opportunity to learn and practice the second language (L2). The purpose of the present report is to: present existing literature on tasks and computer games in foreign/second language learning; suggest how they can be incorporated in a task-based approach in terms of teaching Spanish as an L2 to young learners; show examples of computer games in company with various language tasks that can be used for L2 learning; and provide an example of a lesson plan based on the suggested approach. Also, some of the benefits of this Spanish task-based approach will be discussed. Finally, important teaching implications are offered based on the existing literature on tasks and the task-based approach using computer games that is proposed in the this report. / text

The overall, coordinated management of different operational tasks in a chemical plant can improve operational efficiency. These operational tasks can be hierarchically categorised, from the lowest to highest level, as: data acquisition; regulatory control; monitoring; data reconciliation; fault detection and diagnosis; supervisory control; scheduling; and planning. Although each of these tasks is responsible for a particular function, they are dependent on each other, which is why an approach wherein all the different tasks can be integrated into a single unified framework is desirable. While integration has important benefits such as a significant reduction in operator workload and improved decision making, its realisation presents considerable challenges. Few previous works have addressed this topic and even fewer have investigated recent computing paradigms which may greatly assist in the development of a unifying framework. Multi-agent systems were introduced and investigated in this study as a possible means for achieving integration of operational tasks in chemical plants. Multi-agent systems are the subject of a sub-field of computing research known as agent-based computing. Agent-based computing represents a relatively recent and powerful high-level computing paradigm. Initially, a number of software applications were developed for the purposes of this study to assist realisation of the operational tasks. To simplify the process of system development and provide guidance for those unfamiliar with multi-agent systems wishing to adopt the proposed technique, an extensive methodology was devised. The operational tasks were then integrated using the proposed methodology to form an integrated multi-agent system, with the pilot plant at Murdoch University being used as a test base for the solution. The results were positive and demonstrated that the proposed agent-based solution was able to effectively account for the pilot plant setting. It was concluded that, in addition to presently available integration techniques and base technologies, the agent-based approach to integration of operational tasks in chemical plants presents a viable alternative solution.

<p>The PFC plays an important role in memory tasks in organizing free recall. However, very little is known about the exact mechanisms underlying PFC function. Many researchers, like Morris Moscovitch (1994) believe the PFC supplies cues to other memory areas but details concerning this hypothetical function are vague. Anderson (2003), in contrast, believes that the PFC directly suppresses semantic memory traces. These potential functions of the PFC were explored in the following work. A model of non-strategic memory was built using a TCM framework, and a number of different implementations were evaluated. The model was then applied to Anderson's RIF work, to determine whether an item inhibition account of memory was necessary to explain RIF results. Finally, the model was applied to semantic memory strategies in free recall results to guide empirical research. It was found that no direct inhibition was necessary to explain RIF, and that, in a timed and categorized free recall task, the PFC best performs a semantic strategy by generating category labels at recall. Implications of this work were then discussed. </P> / Thesis / Doctor of Philosophy (PhD)

Although there has been a phenomenal growth in the utilization of paraprofessionals in inclusive classrooms in recent years, few researchers have addressed key issues surrounding role changes. A review of the literature indicated a need for additional research in the areas of efficacy of utilization, identification of task assignments, and development of training programs for teachers and paraprofessionals. Often special education and general education teachers are given the responsibility of determining what tasks will be performed by paraprofessionals without receiving guidelines or supervisory training. The purposes of this project were to determine what factors influenced the decisions made about task assignments for paraprofessionals and to ascertain what training programs would be appropriate and helpful. Subjects included in this study were the special education teachers, general education teachers, and paraprofessionals serving students in five, elementary inclusive classes in three school divisions in Virginia. Two observations were conducted in each class to identify the tasks performed by paraprofessionals. The general education teachers, the special education teachers, and the paraprofessionals working in each selected class were interviewed for information about their perceptions of paraprofessional task assignments. Other characteristics that might influence decision-making were examined by collecting demographic information on background, education, and training. Tasks performed by paraprofessionals were categorized by using a competency level checklist adapted from a list developed by Pickett (1994). Competency levels were : Level I (Teacher Aide), Level II (Instructional Assistant), and Level III (Assistant Teacher). Observations conducted in the three school divisions revealed that paraprofessionals usually performed Level II tasks. These tasks involved providing assistance with mobility issues, self-help needs, on task behavior, and assisting with individual programs of study. During the interviews paraprofessionals stated that they did not receive credit for their abilities nor did they receive personal respect. Both teachers and paraprofessionals expressed a desire for more collaborative planning time; paraprofessionals desired more specific training, especially on medical and legal issues. / Ph. D.

This diploma thesis explains nonverbal physical tasks in the teaching of physics. The first chapter focuses on the teaching of physics at primary school, marginally educational programs, teaching methods and physical tasks. One chapter also explains creativity and its use in teaching the subject. This thesis includes a set of processed nonverbal physical tasks together with their didactic analysis and solution of some exercised. Some of the mentioned tasks were processed into worksheets, verified by practice and evaluated. The results of verified nonverbal physical tasks are also attached in the diploma thesis.

This thesis is focused on creating and using the nonverbal physical tasks for teaching Physics. Firstly the general look at Physics education at elementary schools is taken as well as examining of the possibilities of the motivating in teaching. Physical tasks typology, its importance and inclusion in the teaching process are described. This paper introduces with nonverbal physical tasks, with their creation and their possible solutions. The main part of this paper is to create nonverbal tasks including didactic analysis. Some of these tasks are tested in practice and evaluated for their applicability in physics teaching. Result of this testing is included in the thesis.