The fact that people tend to alternate between languages for various communicative purposes seems to increasingly interest researchers all over the world. Thus, the linguistic phenomenon of codeswitching has been given more academic attention in recent years than ever before. This particular topic has also been infused by new research because of an ongoing pedagogic debate about whether languages other than the target language should be used in foreign languages classroom or not. The debate consists of two major opinions. On one side, adherents claim that use of non-target languages limits natural target language-input and therefore damages the learning process. On the other, it is argued that non-target languages may even be beneficial for the learning process since they carry many pedagogic opportunities with them otherwise gone lost. This paper aims to find out how, and to what extent, foreign language teachers at a Swedish for Immigrants-school codeswitch into English in class. Moreover, it is also of interest to investigate how they think about their own codeswitching and how their reasoning may reflect their codeswitching self-awareness. In search for answers to these questions, three teachers have been observed in class. Later, the teachers have been interviewed to reflect upon their own codeswitching. The study revealed clear differences in the teachers’ codeswitching and codeswitching-reasoning, However, similarities were also found, and that all three teachers shared the main objective to develop their students’ communicative competence. Moreover, they also proved to have a rather realistic picture their own codeswitching. Not only were they able to roughly estimate how, and how much, they each codeswitched. Their individual results also went in line with their reasoning to a high extent, suggesting that they all have a high degree of codeswitching self-awareness.

Denna empiriska studie avser att undersöka hur en grupp mellanstadielärare använder sig av litteratursamtal i undervisningen och deras inställning till arbetssättet. Tidigare forskning visar att litteratursamtal har positiva effekter på elevers lärande. Därför vore det intressant att undersöka hur mellanstadielärare använder sig av litteratursamtal i sin undervisning. Studiens undersökning kommer att baseras på kvalitativa intervjuer där tre mellanstadielärare berättar om sina erfarenheter av litteratursamtal och hur de använder sig av arbetssättet. Den insamlade datan analyserades utifrån studiens frågeställningar och de centrala begrepp som genomsyrar studien. Resultatet tyder på en positiv inställning hos de tillfrågade lärarna gällande användning av litteratursamtal. De tillfrågade lärarna berättar att litteratursamtal är ett återkommande arbetssätt i deras undervisning. Det går att dra kopplingar mellan studiens resultat och den tidigare forskningen som lyfter fram olika tillvägagångssätt för att uppnå ett effektivt och gynnande litteratursamtal.

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / This study explored the different teaching strategies which teachers use to teach mathematics in order to improve the performance of Grade 9 learners in the subject in Mkhuhlu Circuit; Bohlabela District of Education in Mpumalanga Province. The inability of Grade 9 learners to achieve the set minimum performance standard of a pass at level 3 (40%) in mathematics poses a challenge because mathematics is set as a pass requirement in the said grade and it is compulsory for all learners to enrol for this subject. The poor performance of learners in mathematics is attributed to inappropriate teaching strategies that teachers use in the teaching of this subject. There are lessons to be drawn from the practices of leading countries in learner performance in mathematics and this study sought to find alternative strategies that are appropriate for teaching Grade 9 learners and to improve their performance in mathematics in the circuit. The study used constructivism as its lens to look at the realities about learner performance in mathematics. Constructivism as a theory presents and unpacks the manner in which people learn and acquire knowledge. The participants for this study were sampled using a purposive sampling technique and samples were drawn from two secondary schools representing good and poor performance of Grade 9 learners in mathematics. Seven participants were engaged in this study and this sample included a principal, SMT member, and mathematics teacher from each school. A subject advisor for mathematics in the GET was also interviewed. This study adopted and followed a qualitative design of inquiry which included interviews, observation, and the analysis of documents and artefacts to collect data from the different respondents that were identified for this study. The inquiry was guided by the following research questions: Which teaching strategies do teachers normally use to teach mathematics in Grade 9 at Mkhuhlu circuit? There are two sub-questions which were used to support the main research question and they are: To what extent do teachers vary the strategies of teaching and which strategies and LTSM do the teachers use to teach mathematics in Grade 9? What is the level of support that teachers receive from the different levels of the system? Data was analysed by organizing the data collected using codes to summarize it and then interpret the coded data to identify themes, patterns and relationships. This study revealed that different teaching strategies have an impact on the learners’ academic performance in mathematics. It also emerged from this study that quality and effective teaching and learning of mathematics are grounded on the constructivist theory. This study also established that the choice and use of appropriate teaching strategies coupled with the availability of relevant resources contribute towards positive learning gains. Similarly, learners’ preferences of teaching and learning strategies must be considered towards the development and sustenance of a positive attitude towards mathematics. The study recommended that the Annual Teaching Plans should suggest teaching strategies to be used for a particular topic; and that teachers must specify their teaching strategies and their choice of resources in the planning of every lesson. The provision of resources, particularly for mathematics teaching must be made an apex priority. Subject advisors must give attention to the teaching strategies that teachers use in curriculum delivery and not only on content mastery and coverage. School Management Teams must follow-up on the implementation of ICT in their curriculum management and monitoring. The study further recommended that an analysis of results must shift from concentrating on the pass percentages and focus on the quality of the passes. The identified limitations of this study were methodological limitations and sample characteristic limitations where the size of the research sample was relatively small.

Grammatikundervisningen i engelskämnet i den svenska grundskolans årskurs 4–6 har uppmärksammats som ett område där det finns ett behov av vidare forskning. Denna studie ska därför försöka öka kunskapen kring vilka undervisningsstrategier och lärandeteorier som några engelsklärare tar ställning till i sin undervisning. Fokus ligger på grammatik inom ämnet engelska, men även relationen till det svenska språket uppmärksammas. Studien har utgått från en sociokulturell teori då det är ett utvecklande gemensamt lärande som studiens resultat kommer att presentera. Semistrukturerade intervjuer utgör grunden för den empiriska undersökningen som därmed baseras på en kvalitativ metod. Deltagarna är eller har varit verksamma mellanstadielärare i olika kommuner runt om i Sverige. Resultatet och slutsatsen av den empiriska undersökningen uppvisade att lärarna i studien tar hänsyn till olika undervisningsstrategier för att utforma sin grammatikundervisning i engelska. Bland annat använder de läroböcker, digitala verktyg samt olika repetitionsuppgifter. Det framkom även att flera av lärarna utgick från beprövade erfarenheter vid sina grammatiklektioner och genom lärarnas utsagor framkom det att den sociokulturella teorin låg som grund till undervisningen. Det svenska språket har utifrån intervjuerna visat sig inte ha en betydande roll i det engelska klassrummet förutom vid grammatikgenomgångar i engelska. Slutligen visade resultatet att elevernas kunskaper mäts genom framför allt muntliga och skriftliga uppgifter som inte utgörs av grammatikprov. / Grammar teaching in the English subject in the Swedish primary school years 4-6 has attracted attention as an under-researched area. This study will therefore try to increase knowledge about the teaching strategies and learning theories that some English teachers use in their teaching. The focus is on grammar in English but the relation to the use of the Swedish language has also been noticed. The study is based on sociocultural theory as the results from the study foreground the importance of collaborative learning. Semi-structured interviews form the basis for the empirical study, which means that it is based on a qualitative methodological point of view. The participants are, or have been, active primary school teachers in years 4-6 from different municipalities in Sweden. The results and the conclusion of the empirical study show that the teachers in the study consider different teaching strategies to design their grammar teaching in the English subject. Among other things, they use textbooks, digital tools, and various repetition assignments. It is also apparent that several of the teachers base their grammar lessons on best practice, and through the teachers’ statements it can be seen that the sociocultural theory is the foundation for their teaching. Based on the interviews, the Swedish language has not been shown to play a significant role in the English classroom except when going through grammatical issues in English. Lastly, the study shows that students' knowledge is primarily measured through oral and written assignments that are not grammar tests.

In this discusses four different approaches used during a statistics tutorial of a group of first year undergraduates studying computer science related degrees at the University of Westminster UK. The four approaches were each implemented in an attempt to keep the students interested in the statistics topics delivered. It was found that “Chalk and Talk” (i.e. board work) was not the best form of imparting knowledge to the students of the group as determined by student analysing feedback forms and generally observing student behaviour and listening to student comments over a number of years delivering statistics topics. The duration of each tutorial was two hours. The teaching strategies adopted were: a) A class quiz. b) Group explanation of material to members of the individual’s group. c) Group explanation of material to members of the entire class. d) Students teaching at the front of the class. Each of the methods will now be discussed with the relative merits and defects included for a comparison. It was found that each method worked better at the end of each module when the students were more familiar with the topics introduced on the module.

Studiens syfte är att undersöka vilka resurser som erbjuds i undervisningen inför och under textskapandet av berättande texter. Vidare syftar studien att undersöka vad som karaktäriserar de berättande elevtexter som skapas i undervisningspraktiken samt vilka samband som synliggörs mellan elevtexterna och lärarens undervisning. Det empiriska materialet i studien utgörs av observationer, fältanteckningar och elevtexter. Studien bygger på socialsemiotisk teori, där språket beskrivs som ett sätt att i ”sociala sammanhang skapa betydelser och kommunicera” (Holmberg & Karlsson 2019:201). I elevtexterna har ord och bilder analyserats med hjälp av verktyg från systemisk-funktionell lingvistik, en språkmodell som beskriver hur språket fungerar i kommunikativa sammanhang (Holmberg, Karlsson & Nord 2011:10). Studien visar att det finns en del tydliga samband mellan lärarens undervisning och elevernas texter. Det kunde även iakttas ett generellt mönster i elevtexterna utifrån innehållet och uppbyggnaden av texterna. Vidare visar resultaten att bilderna ofta uttrycker samma som orden i texten och att läraren verkar lägga störst fokus på den verbala texten.

Lecturers at three Nursing Colleges in the Gauteng Province in South Africa where this study was conducted raised their concern that a large proportion of learners reaching the senior phase have difficulty solving patient care problems and even making specific decisions regarding patient care. These learners are also unable to formulate nursing diagnoses and develop nursing care plans. This lack of essential critical thinking skills is evident during the assessment of their assignments, tests as well as clinical formative assessments. These skills can be developed within learners throughout their four-year training, if exposed to outcomes- based education (OBE) and problem-based teaching strategies especially starting on the first level of their training course. The current nursing education programme, at these Nursing Colleges where this study was conducted is an outcomes- and problem-based curriculum. It is important that teaching strategies utilized by nurse educators are appropriate for the specific curriculum implemented because they greatly differ from the traditional teaching strategies. The purpose of this study was to investigate the teaching and assessment strategies utilized in the facilitation of learning for the first year level students in the subject General Nursing Science (GNS I). The focus of the study was on the first year of training because it is expected that development of critical thinking be started at this level. A quantitative, contextual descriptive research method was utilised. The sample consisted of lecturers (N=23) and students (N=680). The lecturers from each of the three colleges were addressed during a personnel meeting regarding the study and a suitable date and time was set for the distribution of the questionnaires to the lecturers and to first year learners during the last block of the academic year. The questionnaires were distributed to the lecturers and the learners on the agreed date and time and the researcher was present to clarify any misunderstanding regarding the tool. The questionnaire consisted of appendix E, which was distributed to lecturers and appendix F, which was distributed to the learners. Respondents were requested not to give any identifiable information on the questionnaires and to place completed questionnaires in the box provided in each of the venues to ensure confidentiality and anonymity. Data from the study indicated that not all of the teaching strategies and assessment methods utilized by the educators are appropriate and conducive for the stimulation of critical thinking skills. The majority of the lecturers facilitate through a lecture method and assessments are mostly done through written tests and examinations. On the other hand teaching facilities at the colleges are inadequate, for instance small group facilities are not available. Recommendations are as follows: <ul> <li> More lecturers should be encouraged to obtain a Masters Degree qualification in Nursing.</li> <li> All lecturers should utilize the OBE educational strategies.</li> <li> In their facilitation of GNS I lecturers should accommodate older students, because they were never exposed to an OBE approach in their basic education.</li> <li> Lecturers should utilise a variety of teaching strategies that will ensure development of critical analytical thinking.</li> <li> Lecturers should utilize a variety of assessment methods.</li> <li> Students should be encouraged to seek information on their own, specifically regarding case studies because this actively involves them as they are solving problems, making decisions and draw conclusions in relation to GNS I.</li> </ul> Copyright / Dissertation (MCur)--University of Pretoria, 2011. / Nursing Science / unrestricted

The purpose of this study was to examine efficacious instructional strategies that the New England Community College (NECC) nursing program could implement in the curricula to improve National Council Licensure Examination Registered Nurse (NCLEX-RN) first-time pass rates. Effective strategies from students and nursing program faculty had used were investigated. Such strategies support student nurses in their efforts to succeed on the first administration of the exit examination. The rationale for this study and resulting project was that they could improve NCLEX-RN first-time pass rates and positively impact the local hiring of qualified nurses. Guided by Knowles's adult learning theory, key results of the study and resulting project were developed from effective instructional strategies discovered from former NECC students. The central research question focused on identifying which teaching-learning strategies in the NECC nursing curricula improved students' critical thinking skills and problem solving skills. A qualitative case study design was employed with a purposeful sample of 15 former NECC nursing program graduates. Participant focus groups and annual program/accreditation documents were used to collect data to address how student nurses learn best in order to be successful on the exit examination. The project was the creation of a 3-day seminar in the first semester curriculum that focuses on effective licensure preparation instructional strategies to establish and maintain high NCLEX-RN pass rates. Implications for positive social change include, but are not limited to, improving students' problem solving skills and application of critical thinking strategies in order to positively impact the lives of the patients whom they will serve.

Denna kvalitativa studie syftar till att få större insikt i hur lärare kan arbeta för att möta och minska den problematik och de svårigheter som elever kan uppvisa med algebraiska ekvationer i grundskolans årskurs 4-6. Studien är baserad på klassrumsobservationer i två klasser i årskurs 6 och en semistrukturerad intervju med en yrkesverksam matematiklärare. Detta är därmed en fallstudie som grundar sig i teorin om algebrans fem stora idéer samt de fem olika undervisningsstrategierna enligt Trigwell och Prosser, vilka är antingen elev- eller lärarfokuserade. Resultatet från undersökningen visar att den deltagande läraren är medveten om många av de svårigheter som elever har med algebraiska ekvationer, där särskilt stor vikt läggs på likhetstecknets innebörd. Vidare visar resultatet att läraren bemöter dessa, och andra, svårigheter på olika sätt och med varierande metoder baserat på intentionen med undervisningen. Däremot finns ingen djupare kunskap om algebrans fem stora idéer hos läraren, något som kan påverka undervisningsmöjligheterna och i sin tur elevernas inlärning. Det blir därmed relevant att överväga om det är något som bör ingå i de lärarutbildningar som ges vid olika universitet. / This qualitative study aims to gain greater insight into how teachers can work to meet and reduce the problems and difficulties that students may have with algebraic equations in primary school grades 4-6. The study is based on classroom observations in two classes in grade 6 and a semi-structured interview with a mathematics teacher. This is thus a case study based on the theory of the five big ideas of algebra and the five different teaching strategies according to Trigwell and Prosser, which are either student- or teacher-focused. The results of the study show that the participating teacher is aware of many of the difficulties that students have with algebraic equations, where particular emphasis is placed on the meaning of the equal sign. Furthermore, the results show that the teacher addresses these, and other, difficulties in different ways and with varying methods based on the intention of the teaching. However, the teacher has no deeper knowledge of the five big ideas of algebra, which can affect the teaching possibilities and in turn the students' learning. Therefore it becomes relevant to consider whether it is something that should be included in the teacher education programs offered at various universities.

Indiana University-Purdue University Indianapolis (IUPUI) / Nursing education is faced with addressing the challenge of educational reform as a result of the rapid changes in the complexity of health care delivery systems, increased technology and biomedical knowledge, a shortage in nursing faculty, and increased enrollment in schools of nursing. Although national nursing organizations have called for reform and innovation in nursing education little is known about the factors that are related to educators’ adoption of such changes. The purpose of this descriptive, exploratory, correlational, survey study was to explore the adoption of socioculturally-based teaching strategies (SCBTS) by examining the following variables in relation to their adoption using Everett Rogers’ diffusion of innovations model: (a) clinical nurse educators’ perceived characteristics of SCBTS, (b) clinical nurse educators’ perceived organizational support for innovation, and (c) selected demographic characteristics. Minimal research has been conducted regarding the factors related to clinical nurse educators’ adoption of SCBTS, which may better prepare nurse graduates for today’s health care system. Findings from this study suggest that adoption is not straightforward, but the perceived characteristics of teaching strategies play an important role in the clinical nurse educator’s decision to adopt or not adopt SCBTS. Rogers’ model was partially supported based on the findings that clinical nurse educators were more likely to adopt a teaching strategy if it was perceived to be advantageous, compatible, and not too complex. On the other hand, clinical nurse educators were more likely not to adopt teaching strategies that they must “try out” or that must be observable by others, which was not supportive of Rogers’ model. Adopters of SCBTS were more experienced clinical educators who felt supported by their academic organizations in terms of innovation; however organizational support for innovations was not associated with adoption of the teaching strategies. Holding a certificate in a nursing specialty, the type of program in which the educator taught, and the age of the educator were not associated with the adoption of SCBTS. Future research using Rogers’ model or other appropriate models is called for to further explore the adoption of SCBTS by clinical nurse educators.