You searched for subject:(21st Century teaching AND learning).
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University of Southern California
1.
Lambert, Matthew P.
Technology practices and 21st century learning: a high
school case study.
Degree: EdD, Education (Leadership), 2015, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/540032/rec/6383 
► This qualitative case study applies the Technology, Pedagogy, and Content Knowledge (TPACK) framework to understand the integration and perceived impact of technology on teaching and…
(more)
▼ This qualitative case study applies the Technology,
Pedagogy, and Content Knowledge (TPACK) framework to understand the
integration and perceived impact of technology on
teaching and
learning. The purpose of this study was to identify practices that
promote the use of technology which transform
teaching and
learning
in a
21st century K-12 school. This study also sought to discover
the roles school climate and leadership played in the orchestration
of existing and prospect technology initiatives at the school. The
research questions focused on three key areas: access and types of
technology, instructional practices and pedagogy, and school
climate and leadership. The researcher studied a public high school
in California which demonstrated academic success and a commitment
to meaningful technology integration. Data were collected through a
staff survey, interviews, observations, and document analysis.
Findings from this study indicate transformative
teaching practices
through the lens of the TPACK theoretical framework include
utilizing technology for student collaboration and formative
assessments to help teachers more accurately aid students in
learning.
Learning outcomes were perceived to increase when
technology was used for peer‐to‐peer collaboration, and when used
for formative feedback enabling instructors to immediately address
gaps in student
learning. A systematic and comprehensive approach
to utilizing technology was found including support from site and
district leadership. Implications from this study include
socioeconomic and geographic factors which effect students’
21st
Century Skills and their college and career
readiness.
Advisors/Committee Members: Gothold, Stuart E. (Committee Chair), Hocevar, Dennis (Committee Member), Roach, John A. (Committee Member).
Subjects/Keywords: technology; tech; education; learning; TPACK; high school; 21st century learning; transformative teaching
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APA (6th Edition):
Lambert, M. P. (2015). Technology practices and 21st century learning: a high
school case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/540032/rec/6383
Chicago Manual of Style (16th Edition):
Lambert, Matthew P. “Technology practices and 21st century learning: a high
school case study.” 2015. Doctoral Dissertation, University of Southern California. Accessed April 11, 2021.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/540032/rec/6383.
MLA Handbook (7th Edition):
Lambert, Matthew P. “Technology practices and 21st century learning: a high
school case study.” 2015. Web. 11 Apr 2021.
Vancouver:
Lambert MP. Technology practices and 21st century learning: a high
school case study. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2021 Apr 11].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/540032/rec/6383.
Council of Science Editors:
Lambert MP. Technology practices and 21st century learning: a high
school case study. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/540032/rec/6383
North-West University
2.
Du Toit, Adri.
Implementation of project-based learning in pre-service consumer studies teacher preparation to promote self-directed learning / Adri du Toit
.
Degree: 2015, North-West University
URL: http://hdl.handle.net/10394/15932
► Consumer Studies is a valuable and multifaceted subject in South African schools, requiring that teachers in the subject are well prepared. Pre-service Consumer Studies teachers…
(more)
▼ Consumer Studies is a valuable and multifaceted subject in South African schools, requiring
that teachers in the subject are well prepared. Pre-service Consumer Studies teachers need to
be prepared to become lifelong learners to cope with the dynamic nature of the subject, as well
as to develop various 21st century skills to be able to deal with the demands of these times.
Structured guidance, however, could not be uncovered for the preparation of pre-service
Consumer Studies teachers to empower them with the requirements for Consumer Studies
education. Sett-directed learning is a process that supports the developn1ent of various 21st
century skills, including lifelong learning, and could thus contribute to the development of preservice
Consumer Studies teachers, if included in their preparation. A suitable teaching-leaming
strategy that could be utilised in the preparation module for Consumer Studies
teachers, as well as a vehicle to promote self-directed learning as part of such preparation, was
identified in the form of project-based learning. A qualitative case study was employed to
investigate how project-based learning as a teaching-learning strategy could promote self-directed
learning in a pre-service Consumer Studies teacher preparation module. Project-based
learning was found to foster the development of various skills as part of the process,
including planning and collaboration skills. Subject content, consistent with what is required to
be taught in Consumer Studies education on high school level, was developed and self-directed
learning was promoted in participants using project-based learning. Recommendations were
suggested for the preparation of pre-service Consumer Studies teachers, as well as for the
effective structuring of projects and project-based learning in Consumer Studies.
Subjects/Keywords: Consumer studies;
21st Century skills;
Recommendations;
Project-based learning;
Self-directed learning;
Teacher preparation;
Teaching-learning
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APA (6th Edition):
Du Toit, A. (2015). Implementation of project-based learning in pre-service consumer studies teacher preparation to promote self-directed learning / Adri du Toit
. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/15932
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Du Toit, Adri. “Implementation of project-based learning in pre-service consumer studies teacher preparation to promote self-directed learning / Adri du Toit
.” 2015. Thesis, North-West University. Accessed April 11, 2021.
http://hdl.handle.net/10394/15932.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Du Toit, Adri. “Implementation of project-based learning in pre-service consumer studies teacher preparation to promote self-directed learning / Adri du Toit
.” 2015. Web. 11 Apr 2021.
Vancouver:
Du Toit A. Implementation of project-based learning in pre-service consumer studies teacher preparation to promote self-directed learning / Adri du Toit
. [Internet] [Thesis]. North-West University; 2015. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/10394/15932.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Du Toit A. Implementation of project-based learning in pre-service consumer studies teacher preparation to promote self-directed learning / Adri du Toit
. [Thesis]. North-West University; 2015. Available from: http://hdl.handle.net/10394/15932
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Waikato
3.
Hall, Sherilyn.
Holistic Education: A Vision for 21st Century New Zealand Primary School Classrooms
.
Degree: 2014, University of Waikato
URL: http://hdl.handle.net/10289/8793
► In today’s world, teachers in New Zealand primary schools struggle to meet the requirements of an over-full curriculum and pressure from politicians to raise student…
(more)
▼ In today’s world, teachers in New Zealand primary schools struggle to meet the requirements of an over-full curriculum and pressure from politicians to raise student achievement. Despite a curriculum document that speaks of developing “lifelong learners who are confident, creative, connected, and actively involved” (MoE, 2007, p. 4), teachers are being compelled to return to traditional forms of
teaching in an attempt to ensure that students are meeting required ‘standards’ in reading, writing and mathematics (MoE, 2013a).
A common theme in current educational discussions is concerns around the ‘tail of underachievement’ (Hattie, 2011; Te One, 2011) that continues to plague classrooms despite on-going professional development and the introduction of National Standards (MoE, 2009a, 2009b). This research, therefore, attempts to define a viable alternative to the status quo, holistic education, a
teaching paradigm that has produced pockets of success, mainly outside mainstream education, over the last few centuries and which may hold promise for the
21st Century.
Holism is not new. It spans much of human history from early Greek philosophers in the West and traditional ways of thinking in many non-Western indigenous cultures through to the current day, although the term itself was not ‘coined’ until 1926 (Esfeld, 1998). In recent years, holism has found some legitimacy in healthcare (McEvoy & Duffy, 2008), Western judicial systems (Takagi & Shank, 2004) and even education (R. Miller, 2006).
Although holistic education has taken various forms throughout history, one overarching theme is that it is focused on the whole child – body, mind and spirit – and their relationships with others and the world around them (J. P. Miller, 2007). The literature even suggests that holistic education is a matter of the heart – a paradigm or worldview that underpins everything the teacher does in light of this understanding (Mahmoudi, Jafari, Nasrabadi, & Liaghatdar, 2012) rather than a pedagogical style. Thus, holistic teachers select from a toolbox of practices in order to find what is most appropriate for each
learning situation and student.
Beginning with an analysis of research into holistic education, this thesis then considers the practises of some local teachers that appear to have holistic underpinnings, to discover how viable they are in practice, and what difference they make to the students and their
learning. Interviews with teachers and their students produced data was grouped into themes. One overarching theme showed that connecting
learning to the students’ lives, increased their motivation and engagement. The development of strong relationships with students was another clear theme, and the knowledge teachers gained as a result, informed their
teaching decisions.
Though holistic
teaching is time consuming it is rewarding, and these teachers felt the rewards far outweighed the cost, a sense that was echoed in literature on the
subject (Apple & Beane, 2007). Furthermore, these teachers did not think of…
Advisors/Committee Members: Mika, Carl Te Hira (advisor).
Subjects/Keywords: holism;
holistic education;
21st century;
primary school;
education;
integration;
teaching and learning;
integrated curriculum;
teaching practice;
innovative
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APA (6th Edition):
Hall, S. (2014). Holistic Education: A Vision for 21st Century New Zealand Primary School Classrooms
. (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/8793
Chicago Manual of Style (16th Edition):
Hall, Sherilyn. “Holistic Education: A Vision for 21st Century New Zealand Primary School Classrooms
.” 2014. Masters Thesis, University of Waikato. Accessed April 11, 2021.
http://hdl.handle.net/10289/8793.
MLA Handbook (7th Edition):
Hall, Sherilyn. “Holistic Education: A Vision for 21st Century New Zealand Primary School Classrooms
.” 2014. Web. 11 Apr 2021.
Vancouver:
Hall S. Holistic Education: A Vision for 21st Century New Zealand Primary School Classrooms
. [Internet] [Masters thesis]. University of Waikato; 2014. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/10289/8793.
Council of Science Editors:
Hall S. Holistic Education: A Vision for 21st Century New Zealand Primary School Classrooms
. [Masters Thesis]. University of Waikato; 2014. Available from: http://hdl.handle.net/10289/8793
4.
FISHER, LORRAINE.
Exploring use of the Bridge21 model as a 21st Century method of Continuing Professional Development (CPD) in Computer Science (CS) for Teachers in Ireland.
Degree: School of Computer Science & Statistics. Discipline of Computer Science, 2019, Trinity College Dublin
URL: http://hdl.handle.net/2262/89500
► Across Europe there is strong push to teach Computer Science (CS) in post-primary schools (Forbes & Messina, 2002). Sentance and Csizmadia (2017a) advise that CS…
(more)
▼ Across Europe there is strong push to teach Computer Science (CS) in post-primary schools (Forbes & Messina, 2002). Sentance and Csizmadia (2017a) advise that CS is perceived as a difficult
subject, and call for Continuing Professional Development (CPD) to empower teachers (both in terms of the
subject content knowledge and pedagogical approaches) to teach CS. Students struggle with transferring computing concepts from one context to another (Pea, 1987), while teachers lack the specialist pedagogical content knowledge to teach the
subject (M. Webb et al., 2017). Traditional CPD programmes are criticised for using didactic methods, which are perceived to limit the sharing of expertise and the development of content knowledge, which can be used in a practical context.
Bridge21 is a collaborative, project-based, technology-mediated pedagogical model designed to facilitate
21st Century learning experiences which nurture student autonomy (Lawlor, Marshall, & Tangney, 2016). The Bridge21 pedagogical model supports collaborative, technology-mediated, project-based
learning, and is used in a number of post-primary schools across Ireland. Trinity College Dublin (TCD) provides CPD for teachers specialising in
21st Century Teaching and
Learning, using the Bridge21 model to deliver Computational Thinking, Programming, and Hardware modules. The aim of the CPD is to equip teachers with the content knowledge and the practical expertise for
teaching CS. The adaptation of the Bridge21 model as a CS CPD method provides an opportunity to explore what impact a
21st Century approach to professional
learning (covering the combined elements of facilitation, teamwork, project-based and technology-mediated
learning) plays in equipping teachers with the pedagogical content knowledge, confidence and expertise to teach computing.
The researcher used a mixed methods approach to data collection in both CPD and school contexts to understand the impact of a
21st Century approach to professional
learning. Data was collected over a consecutive five-year period. The researcher designed two mixed method questionnaires to collect data from a self-selecting sample of N = 1,215 teachers attending Bridge21 CPD workshops and to collect data from a self-selecting sub-set of N = 385 CPD teachers involved in using the Bridge21 model to teach computing in schools. Each questionnaire was adapted from existing Kirkpatrick (2007) training programme evaluation instrumentation. The CPD instrument examined teacher reactions to the CPD; teacher perceptions of their
learning and intentions to use elements learned in the CPD for
teaching computing in schools. The analysis of field note data collected during CPD workshops added context to the quantitative results. The
teaching computing in school instrument explored the actual use of the Bridge21 model for
teaching computing.
Two research questions are addressed in this thesis. The first question explores what are teachers perceptions of the Bridge21 model as a method of CPD; with further questions investigating what…
Advisors/Committee Members: TANGNEY, Denis.
Subjects/Keywords: Bridge21; Computing and Programming; 21st Century Teaching and Learning; Social Constructivist Pedagogy; Continuing Professional Development; In-Service Teaching; Ireland
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APA (6th Edition):
FISHER, L. (2019). Exploring use of the Bridge21 model as a 21st Century method of Continuing Professional Development (CPD) in Computer Science (CS) for Teachers in Ireland. (Thesis). Trinity College Dublin. Retrieved from http://hdl.handle.net/2262/89500
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
FISHER, LORRAINE. “Exploring use of the Bridge21 model as a 21st Century method of Continuing Professional Development (CPD) in Computer Science (CS) for Teachers in Ireland.” 2019. Thesis, Trinity College Dublin. Accessed April 11, 2021.
http://hdl.handle.net/2262/89500.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
FISHER, LORRAINE. “Exploring use of the Bridge21 model as a 21st Century method of Continuing Professional Development (CPD) in Computer Science (CS) for Teachers in Ireland.” 2019. Web. 11 Apr 2021.
Vancouver:
FISHER L. Exploring use of the Bridge21 model as a 21st Century method of Continuing Professional Development (CPD) in Computer Science (CS) for Teachers in Ireland. [Internet] [Thesis]. Trinity College Dublin; 2019. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/2262/89500.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
FISHER L. Exploring use of the Bridge21 model as a 21st Century method of Continuing Professional Development (CPD) in Computer Science (CS) for Teachers in Ireland. [Thesis]. Trinity College Dublin; 2019. Available from: http://hdl.handle.net/2262/89500
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
George Mason University
5.
Yavelberg, Joshua Adam.
Discovering the Pedagogical Paradigm Inherent in Art History Survey Courses: A Delphi Study
.
Degree: 2016, George Mason University
URL: http://hdl.handle.net/1920/10568
► This dissertation utilized a Delphi methodology in discovery of the perceived outcomes and teaching strategies that are common for art history survey courses taught at…
(more)
▼ This dissertation utilized a Delphi methodology in discovery of the perceived outcomes and
teaching strategies that are common for art history survey courses taught at higher education institutions throughout the United States. A group of art history faculty, chairs, and current researchers focused on studying
teaching and
learning within art history weighed in on their perspectives through three mixed method survey rounds, ranking the importance of various themes developed through the responses. The results discover that there is still a strong preference for a Socratic seminar
teaching strategy, while the participants also highlighted other outcomes and strategies that are important areas for future research in the discipline.
Advisors/Committee Members: Schrum, Kelly (advisor).
Subjects/Keywords: Education;
Art education;
Art history;
21st Century Skills;
Art History Survey;
Delphi Methodology;
Pedagogy;
SoTL;
Study of Teaching and Learning
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APA (6th Edition):
Yavelberg, J. A. (2016). Discovering the Pedagogical Paradigm Inherent in Art History Survey Courses: A Delphi Study
. (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10568
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Yavelberg, Joshua Adam. “Discovering the Pedagogical Paradigm Inherent in Art History Survey Courses: A Delphi Study
.” 2016. Thesis, George Mason University. Accessed April 11, 2021.
http://hdl.handle.net/1920/10568.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Yavelberg, Joshua Adam. “Discovering the Pedagogical Paradigm Inherent in Art History Survey Courses: A Delphi Study
.” 2016. Web. 11 Apr 2021.
Vancouver:
Yavelberg JA. Discovering the Pedagogical Paradigm Inherent in Art History Survey Courses: A Delphi Study
. [Internet] [Thesis]. George Mason University; 2016. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/1920/10568.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Yavelberg JA. Discovering the Pedagogical Paradigm Inherent in Art History Survey Courses: A Delphi Study
. [Thesis]. George Mason University; 2016. Available from: http://hdl.handle.net/1920/10568
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
6.
Grace, Michelle.
THE IMPORTANCE OF CREATING CURRICULUM AND PRACTICES FOR THE 21ST CENTURY MASTER OF ARTS IN COMMUNICATION: A PROGRAM EVALUATION.
Degree: EdD Doctor of Education, Educational Leadership, 2020, National-Louis University
URL: https://digitalcommons.nl.edu/diss/478
► In 2018, a Master of Arts in Communication program was reviewed for relevance, academic rigor, and satisfaction of program stakeholders. Qualitative and quantitative research…
(more)
▼ In 2018, a Master of Arts in Communication program was reviewed for relevance, academic rigor, and satisfaction of program stakeholders. Qualitative and quantitative research was conducted with current and former program participants and community business leaders to answer these questions. While program satisfaction was high, the results suggested the need for revised curriculum to align with the 21
st century workplace and to better meet the needs of adult learners. The results of this research will be implemented by introducing new courses or modifying existing ones, maintaining relationships with industry partners, and changing the format of classes to provide adult students with the tools necessary to succeed in the workplace.
Advisors/Committee Members: Carol Burg, Stuart Carrier, Margaret Machon.
Subjects/Keywords: Academic Program Design; Adult Learning; 21st Century Learning; Skill Gaps; Educational Technology; Adult and Continuing Education; Curriculum and Instruction; Educational Methods; Scholarship of Teaching and Learning
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APA ·
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APA (6th Edition):
Grace, M. (2020). THE IMPORTANCE OF CREATING CURRICULUM AND PRACTICES FOR THE 21ST CENTURY MASTER OF ARTS IN COMMUNICATION: A PROGRAM EVALUATION. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/478
Chicago Manual of Style (16th Edition):
Grace, Michelle. “THE IMPORTANCE OF CREATING CURRICULUM AND PRACTICES FOR THE 21ST CENTURY MASTER OF ARTS IN COMMUNICATION: A PROGRAM EVALUATION.” 2020. Doctoral Dissertation, National-Louis University. Accessed April 11, 2021.
https://digitalcommons.nl.edu/diss/478.
MLA Handbook (7th Edition):
Grace, Michelle. “THE IMPORTANCE OF CREATING CURRICULUM AND PRACTICES FOR THE 21ST CENTURY MASTER OF ARTS IN COMMUNICATION: A PROGRAM EVALUATION.” 2020. Web. 11 Apr 2021.
Vancouver:
Grace M. THE IMPORTANCE OF CREATING CURRICULUM AND PRACTICES FOR THE 21ST CENTURY MASTER OF ARTS IN COMMUNICATION: A PROGRAM EVALUATION. [Internet] [Doctoral dissertation]. National-Louis University; 2020. [cited 2021 Apr 11].
Available from: https://digitalcommons.nl.edu/diss/478.
Council of Science Editors:
Grace M. THE IMPORTANCE OF CREATING CURRICULUM AND PRACTICES FOR THE 21ST CENTURY MASTER OF ARTS IN COMMUNICATION: A PROGRAM EVALUATION. [Doctoral Dissertation]. National-Louis University; 2020. Available from: https://digitalcommons.nl.edu/diss/478
Stellenbosch University
7.
Hahnfeld, Andrea.
Eine Didaktisierung zum Einsatz im literaturwissenschaftlich orientierten DaF-Unterricht an der Universität Stellenbosch am Beispiel von Wolfgang Herrndorfs "Tschick".
Degree: MA, Modern Foreign Languages, 2018, Stellenbosch University
URL: http://hdl.handle.net/10019.1/104825
► ENGLISH ABSTRACT: The application of blended learning is currently required by many institutions. Especially in the field of content and language integrated learning at universities,…
(more)
▼ ENGLISH ABSTRACT: The application of blended learning is currently required by many institutions. Especially in the field of content and language integrated learning at universities,
blended learning offers learners many advantages: It enables, among others, asynchronous and recursive learning and the effective use of formative assessment.
This master thesis demonstrates how a traditional course concept can be redesigned as a blended learning course, using Wolfgang Herrndorfs novel Tschick as an example. In the theoretical part the selection of the novel Tschick is justified
and the text is investigated in line with norms of literary analysis. Subsequently, four topics for literary analysis are determined which appear to be suitable for learners at an A2/B1 level. In a second step, selected specialist articles that
focus on these topics are evaluated and simplified. These texts are to be used by learners for literary analysis of the novel. The theoretical part concludes with an overview on blended learning including different design approaches, requirements for successful computer-aided learning and uses of the learning platform Moodle that demonstrates how a traditional course could be redesigned as blended learning course. The theoretical part forms the basis for a detailed concept for a seven-week blended learning course. In the second and practical part of
the thesis the course concept is implemented. As part of this implementation, a Moodle course with complete course and test materials is developed. The focus of the implementation lies on the use of formative assessment, group work, transparent
evaluation criteria, peer review, and computer-aided assessment. The aim of this thesis is to show how a blended learning course in the field of content and language integrated learning in German could be conceptualized.
AFRIKAANSE OPSOMMING: Die toepassing van Blended Learning word tans deur menige instansies benodig,
veral op die gebied van Vreemde Taal vakonderrig aan tersiêre instansies. Blended Learning bied studente voordelige leerstrategieë: Dit verskaf onder andere student
georiënteerde leergeleentheid deur middel van Aanlyn Kennis Uitruil, asook Rekursiewe Leer (wat veronderstel dat die vereiste toetsing en die implikasies van taalbemeesteringsvlakke suksesvol is), asook die gebruik van formatiewe assessering, dus nie net meting van toetsresultate nie. Aan hand vanWolfgang Herrndorf
se Tschick as ’n voorbeeld, wys die tesis daarop hoe ’n tradisionele kursuskonsep as ’n Blended Learning kursus herontwerp kan word. In die teoretiese afdeling
van die werkstuk word die keuse van die roman Tschick verdedig en die tekst literatuurwetenskaplik ondersoek. Daaropvolgend word vier tema’s vir die literatuurwetenskaplike ondersoek vasgelê wat vir Vreemde Taal onderrig studente op vlak A2/B1 geskik is. Vervolgens word vakkundige artikels op hierdie gebied beoordeel, ondersoek en vereenvoudig sodat studente dit as sekondêre tekste vir die literêre ondersoek van die roman kan aanwend. Die teoretiese afdeling sluit…
Advisors/Committee Members: Von Maltzan, Carlotta, Steinmann, Siegfried, Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Modern Foreign Languages..
Subjects/Keywords: Blended learning; Herrndorf, Wolfgang, 1965-2013; Herrndorf, Wolfgang, 1965-2013 – Tschick – Criticism and interpretation; German literature – 21st century – Study and teaching; Language and languages – Study and teaching; UCTD
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APA ·
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MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hahnfeld, A. (2018). Eine Didaktisierung zum Einsatz im literaturwissenschaftlich orientierten DaF-Unterricht an der Universität Stellenbosch am Beispiel von Wolfgang Herrndorfs "Tschick". (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/104825
Chicago Manual of Style (16th Edition):
Hahnfeld, Andrea. “Eine Didaktisierung zum Einsatz im literaturwissenschaftlich orientierten DaF-Unterricht an der Universität Stellenbosch am Beispiel von Wolfgang Herrndorfs "Tschick".” 2018. Masters Thesis, Stellenbosch University. Accessed April 11, 2021.
http://hdl.handle.net/10019.1/104825.
MLA Handbook (7th Edition):
Hahnfeld, Andrea. “Eine Didaktisierung zum Einsatz im literaturwissenschaftlich orientierten DaF-Unterricht an der Universität Stellenbosch am Beispiel von Wolfgang Herrndorfs "Tschick".” 2018. Web. 11 Apr 2021.
Vancouver:
Hahnfeld A. Eine Didaktisierung zum Einsatz im literaturwissenschaftlich orientierten DaF-Unterricht an der Universität Stellenbosch am Beispiel von Wolfgang Herrndorfs "Tschick". [Internet] [Masters thesis]. Stellenbosch University; 2018. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/10019.1/104825.
Council of Science Editors:
Hahnfeld A. Eine Didaktisierung zum Einsatz im literaturwissenschaftlich orientierten DaF-Unterricht an der Universität Stellenbosch am Beispiel von Wolfgang Herrndorfs "Tschick". [Masters Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/104825
Northeastern University
8.
Moore, Judith Marie.
Shifting teacher paradigms: a study of andragogical professional learning structures.
Degree: EdD, School of Education, 2013, Northeastern University
URL: http://hdl.handle.net/2047/d20003036
► As public education seeks to address the needs of a globalized, 21st Century workplace, curriculum and instructional methodologies increasingly require classroom technology integration, infusion of…
(more)
▼ As public education seeks to address the needs of a globalized, 21st Century workplace, curriculum and instructional methodologies increasingly require classroom technology integration, infusion of critical thinking skills and information and media skills over rote memorization of facts. In order to retrain teachers in the new instructional archetype, this study designed and implemented a professional learning program, grounded in adult learning theory, which sought to shift teacher's instructional paradigm from that of didactic information provider to student-driven learning facilitator. Specifically, the research questions addressed the current level of technology integration at a moderate size middle school in the Southeast United States and, from the teachers' perspective, what barriers existed to increasing technology integration. Additionally, this study investigated what characteristics of professional learning programs teachers indicated not only effectively increased technology integration but were also likely to produce a sustainable paradigm shift. Using volunteer secondary teachers through an action research model, participants engaged in an andragogy-based professional learning program. Working with the researcher over a forty-five day period, participants assessed their current technology integration level, built a directed professional learning plan and utilized resources and feedback to adjust continued implementation and increase overall classroom technology integration.
Subjects/Keywords: 21st Century Skills; Adult learning theory; Andragogy; Classroom technology; Professional learning; Technology integration; Curriculum and Instruction; Education; Junior High, Intermediate, Middle School Education and Teaching; Teacher Education and Professional Development
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APA (6th Edition):
Moore, J. M. (2013). Shifting teacher paradigms: a study of andragogical professional learning structures. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003036
Chicago Manual of Style (16th Edition):
Moore, Judith Marie. “Shifting teacher paradigms: a study of andragogical professional learning structures.” 2013. Doctoral Dissertation, Northeastern University. Accessed April 11, 2021.
http://hdl.handle.net/2047/d20003036.
MLA Handbook (7th Edition):
Moore, Judith Marie. “Shifting teacher paradigms: a study of andragogical professional learning structures.” 2013. Web. 11 Apr 2021.
Vancouver:
Moore JM. Shifting teacher paradigms: a study of andragogical professional learning structures. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/2047/d20003036.
Council of Science Editors:
Moore JM. Shifting teacher paradigms: a study of andragogical professional learning structures. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003036
University of the Western Cape
9.
Williams, Anthony Marlon.
Investigating the use of computer tablets in the teaching of mathematics in a grade 9 classroom
.
Degree: 2020, University of the Western Cape
URL: http://hdl.handle.net/11394/7555
► The use of technology in mathematics education has many potentially positive outcomes. There is, however, little evidence to show where the use of technology has…
(more)
▼ The use of technology in mathematics education has many potentially positive outcomes. There is, however, little evidence to show where the use of technology has made a significant impact on mathematics education in South Africa. This study aims to address the issue of how computer tablets are currently used in the mathematics classroom. The researcher drew a comparison between learners who were taught with computer tablets and learners who were taught in the traditional way by evaluating the learners' progress after being taught on the topic of 3D images. This assessment was done in the form of a pre-test and a post-test that were administered to both classes on a topic of 3D images that was taught during this allocated time. The research is located in the third-generation activity theory. It is based on the socio-cultural theory of Lev Vygotsky, but it is blended with modern western theories as described by Engeström. The researcher made use of a mixed methods approach starting with a qualitative survey, followed by a pre-test, observations and concluding with a post-test. The pre-test and post-test determined whether cognitive knowledge was gained. The participants in the study were a group of 15-year-old learners at a private school where the one class was taught using computer tablets in the mathematics classroom, and the other class was taught the same content without computer tablets. A qualitative survey was sent to 27 schools within a particular school group where teachers indicated the popular Apps that were used in the mathematics classroom in this school group. Teachers also gave reasons why these were the Apps of choice and elaborated on how they were using these Apps. The quantitative part of this research was guided by the results of the survey and the 5 most popular Applications (Apps) were used in the
teaching experiment. The quantitative part focused on two classrooms within the same school where the one class were taught with computer tablets and the other class were taught without the use of computer tablets. The t-test for this research showed that the group of learners who were taught with computer tablets achieved significantly better results than the class of learners who were taught using hard copy textbooks with traditional methods of
teaching. This study showed that having computer tablets in schools can be effective in the mathematics classroom. The recommendations emanating from this study indicates that school who are planning to use computer tablets in the mathematics classroom should first plan their wi-fi capabilities with enough access points and internet access. These schools also need to decide on a type of computer tablet and what operating system to use. This decision has implications to the accessibility of quality Apps, battery life and storage space of the computer tablet. Schools are recommended to have a plan for training teachers in the use of this computer tablets especially regarding the pedagogical practice when interacting with learners. A last recommendation is to…
Advisors/Committee Members: Govender, Rajendran (advisor).
Subjects/Keywords: 21st Century teaching and learning;
Application programmes (Apps);
Blended learning;
Computer tablets;
Educational software;
Flipped classrooms;
Learner-centred;
Online tutorials;
SAMR;
Scandinavian activity theory;
TPACK
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Williams, A. M. (2020). Investigating the use of computer tablets in the teaching of mathematics in a grade 9 classroom
. (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/7555
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Williams, Anthony Marlon. “Investigating the use of computer tablets in the teaching of mathematics in a grade 9 classroom
.” 2020. Thesis, University of the Western Cape. Accessed April 11, 2021.
http://hdl.handle.net/11394/7555.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Williams, Anthony Marlon. “Investigating the use of computer tablets in the teaching of mathematics in a grade 9 classroom
.” 2020. Web. 11 Apr 2021.
Vancouver:
Williams AM. Investigating the use of computer tablets in the teaching of mathematics in a grade 9 classroom
. [Internet] [Thesis]. University of the Western Cape; 2020. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/11394/7555.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Williams AM. Investigating the use of computer tablets in the teaching of mathematics in a grade 9 classroom
. [Thesis]. University of the Western Cape; 2020. Available from: http://hdl.handle.net/11394/7555
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Brigham Young University
10.
Cetz, Ricardo Gustavo.
Teaching Culture Using E-Portfoliosin a 4th-Semester University Spanish Classroom.
Degree: MA, 2015, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5410&context=etd
► The World-Readiness Standards for Learning Languages (ACTFL, 2014) encourage teachers to help their students use the target language to “investigate, explain, and reflect” on…
(more)
▼ The World-Readiness Standards for Learning Languages (ACTFL, 2014) encourage teachers to help their students use the target language to “investigate, explain, and reflect” on the relationships between cultural products, practices, and perspectives. However, while most language instructors agree that language and culture should be connected, many fail to teach culture explicitly because they are so focused on the language components of their courses. Of those who do teach culture explicitly, many either teach only about the cultural products and not the perspectives, or they teach the culture in English because of its complexity. This project explores the use of e-portfolios for explicitly teaching culture in the target language across all three communicative modes. The project was implemented in a 4th semester university Spanish course in the fall of 2013. Students were required to view and interpret culturally authentic materials such as newspapers, proverbs, documentaries, news reports, and videos about pop culture. In addition, students interacted with native speakers both within and outside the United States using technology. Students were also asked to produce business plans, commentaries, community projects, ethnographic interviews, stories, and videos in the target language. The project evaluation revealed that when culture is explicitly taught in the target language, the following changes may occur: a positive attitudinal shift towards the target culture, a desire for learning the language beyond the classroom, an increase in autonomous learning, and an improvement in linguistic skills. Pedagogical implications and principles that might be applicable in foreign language instruction include the fact that technology appears to be one promising way to provide increased access to culture. In addition, scaffolding is found to be important to both students' experiences with culture and their interaction with technology. Also students may find the exploration of current social issues and problems very motivating and engaging. This has the potential to give students increased opportunities to think critically.
Subjects/Keywords: Cultural awareness; project-based learning; technology integration; technology implementation; TPACK; 21st century skills; foreign language teaching; digital literacy; digital citizenship; Spanish and Portuguese Language and Literature
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APA (6th Edition):
Cetz, R. G. (2015). Teaching Culture Using E-Portfoliosin a 4th-Semester University Spanish Classroom. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5410&context=etd
Chicago Manual of Style (16th Edition):
Cetz, Ricardo Gustavo. “Teaching Culture Using E-Portfoliosin a 4th-Semester University Spanish Classroom.” 2015. Masters Thesis, Brigham Young University. Accessed April 11, 2021.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5410&context=etd.
MLA Handbook (7th Edition):
Cetz, Ricardo Gustavo. “Teaching Culture Using E-Portfoliosin a 4th-Semester University Spanish Classroom.” 2015. Web. 11 Apr 2021.
Vancouver:
Cetz RG. Teaching Culture Using E-Portfoliosin a 4th-Semester University Spanish Classroom. [Internet] [Masters thesis]. Brigham Young University; 2015. [cited 2021 Apr 11].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5410&context=etd.
Council of Science Editors:
Cetz RG. Teaching Culture Using E-Portfoliosin a 4th-Semester University Spanish Classroom. [Masters Thesis]. Brigham Young University; 2015. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5410&context=etd
11.
Soares, Ana Cristina Bonetti Brasil.
Educação bilíngue no Brasil: promovendo encontros em busca de altos níveis de proficiência linguística e acadêmica.
Degree: 2021, Universidade Estadual do Oeste do Paraná; Cascavel; Programa de Pós-Graduação em Letras; UNIOESTE; Brasil; Centro de Educação, Comunicação e Artes
URL: http://tede.unioeste.br/handle/tede/5263
► Submitted by Neusa Fagundes ([email protected]) on 2021-03-17T13:09:43Z No. of bitstreams: 2 AnaCristina_Soares2021.pdf: 1337224 bytes, checksum: 4a367591cd872e0fac0cf2c14c5eec37 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Made available…
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▼ Submitted by Neusa Fagundes ([email protected]) on 2021-03-17T13:09:43Z No. of bitstreams: 2 AnaCristina_Soares2021.pdf: 1337224 bytes, checksum: 4a367591cd872e0fac0cf2c14c5eec37 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Made available in DSpace on 2021-03-17T13:09:43Z (GMT). No. of bitstreams: 2 AnaCristina_Soares2021.pdf: 1337224 bytes, checksum: 4a367591cd872e0fac0cf2c14c5eec37 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2021-02-23
Bilingual Education has spread out quickly through Brazil in the last decades, as an answer to the demands of a global society that requires from its members the ability to interact in multiple contexts. However, this modality of education is still in its initial construction phase, in need of legal regulations and a clear theoretical basis to support it. This research comes from this need of discussing guiding
parameters for bilingual education in Brazil and has as its main objective to reflect upon the bilingual education phenomenon, pointing to theoretical-methodological approaches appropriated to its purpose. In order to reach this goal, this exploratory and bibliographical research was organized, in which national and foreign researchers were brought to the table, as Krashen (1982), Swain (1985), Leffa (1988; 1999; 2012), Baker (2001), Lyster (2007, 2012), Cummins (2009), García (2009), Moura (2009), Malone (2012) and Grosjean (2013). As results we gather that: 1 – 21st-century citizens must be able to communicate and interact in every context, in their first and additional language, through technologies and scientific knowledge, building their own culture and respecting other cultures, acting autonomously, and developing their socioemotional skills, in their interaction to themselves and toward others; 2 – Bilingual education has the role of forming this citizen, through the
development of linguistic and academic proficiency, as well as multicultural awareness and, to do so, must organize appropriated pedagogical experimentations; 3 – National Curricular Guidelines for Plurilingual Education, currently in the way to be homologated, represent an important historical milestone towards bi/plurilingual education normalization in our country, bringing advancements and challenges to this segment.
A educação bilíngue tem se difundido rapidamente no Brasil nas últimas décadas, visando a atender as demandas de uma sociedade global que exige cada vez mais que seus membros interajam em múltiplos contextos. Entretanto, percebeu-se que esta modalidade de ensino ainda se encontra em fase de construção em nosso país, sem que houvesse até então uma legislação que a amparasse e uma definição teórica clara que a sustentasse. O presente estudo surgiu da necessidade de se discutir parâmetros norteadores da educação bilíngue no Brasil, e tem como principal objetivo
refletir sobre esse fenômeno a fim de apontar encaminhamentos teórico…
Advisors/Committee Members: Molin, Beatriz Helena Dal, Molin, Beatriz Helena Dal, Corbari, Clarice Cristina, Novelli, Josimayre.
Subjects/Keywords: Educação bilíngue; Ensino e aprendizagem de línguas; Competências para o século XXI; Bilingual education; Language teaching and learning; 21st -century skills; Práticas Linguísticas, Culturais e de Ensino
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APA (6th Edition):
Soares, A. C. B. B. (2021). Educação bilíngue no Brasil: promovendo encontros em busca de altos níveis de proficiência linguística e acadêmica. (Masters Thesis). Universidade Estadual do Oeste do Paraná; Cascavel; Programa de Pós-Graduação em Letras; UNIOESTE; Brasil; Centro de Educação, Comunicação e Artes. Retrieved from http://tede.unioeste.br/handle/tede/5263
Chicago Manual of Style (16th Edition):
Soares, Ana Cristina Bonetti Brasil. “Educação bilíngue no Brasil: promovendo encontros em busca de altos níveis de proficiência linguística e acadêmica.” 2021. Masters Thesis, Universidade Estadual do Oeste do Paraná; Cascavel; Programa de Pós-Graduação em Letras; UNIOESTE; Brasil; Centro de Educação, Comunicação e Artes. Accessed April 11, 2021.
http://tede.unioeste.br/handle/tede/5263.
MLA Handbook (7th Edition):
Soares, Ana Cristina Bonetti Brasil. “Educação bilíngue no Brasil: promovendo encontros em busca de altos níveis de proficiência linguística e acadêmica.” 2021. Web. 11 Apr 2021.
Vancouver:
Soares ACBB. Educação bilíngue no Brasil: promovendo encontros em busca de altos níveis de proficiência linguística e acadêmica. [Internet] [Masters thesis]. Universidade Estadual do Oeste do Paraná; Cascavel; Programa de Pós-Graduação em Letras; UNIOESTE; Brasil; Centro de Educação, Comunicação e Artes; 2021. [cited 2021 Apr 11].
Available from: http://tede.unioeste.br/handle/tede/5263.
Council of Science Editors:
Soares ACBB. Educação bilíngue no Brasil: promovendo encontros em busca de altos níveis de proficiência linguística e acadêmica. [Masters Thesis]. Universidade Estadual do Oeste do Paraná; Cascavel; Programa de Pós-Graduação em Letras; UNIOESTE; Brasil; Centro de Educação, Comunicação e Artes; 2021. Available from: http://tede.unioeste.br/handle/tede/5263
University of Waikato
12.
Stevenson, Liz.
Personalised Learning in a Web 2.0 environment
.
Degree: 2008, University of Waikato
URL: http://hdl.handle.net/10289/2377
► 21st century schools face significant challenges as they move towards providing opportunities for learners which recognize and build on their strengths and abilities. The process…
(more)
▼ 21st century schools face significant challenges as they move towards providing opportunities for learners which recognize and build on their strengths and abilities. The process of supporting young people to develop the desire and the confidence to recognise personal potential and to manage their ongoing learning is a priority. Communication and collaboration are key to learners becoming informed active participants in their own learning and experiencing successful outcomes in today's society.
Our old models of learning where pre packaged parcels of knowledge were delivered to students by teachers will no longer suffice. As we respond to the new meaning of knowledge in the 21st century and begin to view knowledge as an active process, it is clear that many of the top down structures and organisational practices present in New Zealand secondary schools need change. The idea of personalisation in order to support independent learners to reach their potential is a familiar one for many teachers and is one of the ideals which may have brought them into the teaching profession. However, the institutional contexts in which they operate can act not as a driving force for personalised learning but as a barrier to it. In seeking to find one possible way in which secondary school systems can be re shaped around the needs of the learner, this study examines the role of online mentoring with experts outside the school.
This small scale qualitative study uses ethnographic methods to gather data from twelve secondary school year thirteen physical education students and their teacher as they engage in an eight week online project with expert sports coaches at Auckland University of Technology. Eleven of the students were boys. In examining the impact which online mentoring might have on this group of learners and their teacher, rich data was collected via web transcripts, observation, image data and interviews.
The research findings reveal that students found a high degree of satisfaction with the process and placed value on having the opportunity to pursue personalised goals as they worked with mentors in a collaborative online environment. Teacher behaviour and practice underwent change in the project with the teacher becoming repositioned within the group in the role of learner. In a process where authoritarian approaches were replaced by collaborative group action and inquiry, students reported an enhanced ability to think deeply, to manage their own learning and to relate in highly skilled ways with others. Students' perceptions about the ways in which they were working were analysed using the New Zealand Curriculum Key Competencies.
As students focused their inquiry past the level of curriculum goals and onto real world personal goals, several experienced a shift in perception concerning their own learning potential and expressed surprised at their own level of competence. The fact that eleven out of the twelve students were boys makes this shift in personal learning expectation worthy of further investigation in the…
Subjects/Keywords: personalised learning;
web 2.0;
21st century teaching and learning;
online mentors;
collaboration;
NZ Curriculum key competencies;
teacher learning
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APA (6th Edition):
Stevenson, L. (2008). Personalised Learning in a Web 2.0 environment
. (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/2377
Chicago Manual of Style (16th Edition):
Stevenson, Liz. “Personalised Learning in a Web 2.0 environment
.” 2008. Masters Thesis, University of Waikato. Accessed April 11, 2021.
http://hdl.handle.net/10289/2377.
MLA Handbook (7th Edition):
Stevenson, Liz. “Personalised Learning in a Web 2.0 environment
.” 2008. Web. 11 Apr 2021.
Vancouver:
Stevenson L. Personalised Learning in a Web 2.0 environment
. [Internet] [Masters thesis]. University of Waikato; 2008. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/10289/2377.
Council of Science Editors:
Stevenson L. Personalised Learning in a Web 2.0 environment
. [Masters Thesis]. University of Waikato; 2008. Available from: http://hdl.handle.net/10289/2377
University of Akron
13.
Owens-Hartman, Amy R.
A Case Study of Technology Choices by High School
Students.
Degree: EdD, Secondary Education, 2015, University of Akron
URL: http://rave.ohiolink.edu/etdc/view?acc_num=akron1446579631
► The purpose of this case study was to examine student technology choices when given the freedom to choose technology devices to complete a project-based learning…
(more)
▼ The purpose of this case study was to examine student
technology choices when given the freedom to choose technology
devices to complete a project-based
learning activity in a content
area of study. The study also analyzed factors affecting technology
choice as well as how technology proficiency scores aligned to
technology choices. Patterns and themes were identified during data
analysis. Three research questions guided this study are: 1) When
given a choice, what technologies do students use to accomplish a
Project-based
Learning mission? 2) Why does a student choose
certain technologies to accomplish a Project-based
Learning
mission? 3) How do students’ technology choices during a
Project-based
Learning mission align with their Atomic Learning’s ©
Technology Skills Student Assessment scores?Data analysis of the
first question indicated that for hardware choice, students
overwhelmingly chose laptops to complete a project-based mission
with smart phones coming in second to complete or enhance the
mission. In my results section for software choice, all students
chose some sort of cloud-based technology: Google Slides, Prezi, a
blog, Twitter, and Google Sites. Data analysis of the second
question concluded that both internal and external factors affected
student technology choices. Students chose the software choice
first to accomplish their project and then chose the hardware tool
to work best with the software. Hardware was seen as the needed
device to make the cloud based software work as best as possible.
Data analysis of my final and third question indicated that
self-efficacy and previous experiences are crucial components for
secondary level students when choosing and using technology.
Technology proficiency scores aligned to student technology
choices.
Advisors/Committee Members: Pachnowski, Lynne (Advisor), Holliday, Gary (Advisor).
Subjects/Keywords: Secondary Education; Teaching; Educational Technology; Education; 21st century learning; Atomic Learning; BYOD; educational technology; Generation M; International Society for Technology in
Education; one to one technology; project-based learning; self-efficacy; technology ability; technology perception
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APA (6th Edition):
Owens-Hartman, A. R. (2015). A Case Study of Technology Choices by High School
Students. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1446579631
Chicago Manual of Style (16th Edition):
Owens-Hartman, Amy R. “A Case Study of Technology Choices by High School
Students.” 2015. Doctoral Dissertation, University of Akron. Accessed April 11, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=akron1446579631.
MLA Handbook (7th Edition):
Owens-Hartman, Amy R. “A Case Study of Technology Choices by High School
Students.” 2015. Web. 11 Apr 2021.
Vancouver:
Owens-Hartman AR. A Case Study of Technology Choices by High School
Students. [Internet] [Doctoral dissertation]. University of Akron; 2015. [cited 2021 Apr 11].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1446579631.
Council of Science Editors:
Owens-Hartman AR. A Case Study of Technology Choices by High School
Students. [Doctoral Dissertation]. University of Akron; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1446579631
The Ohio State University
14.
Aubrecht, Michelle Adrienne.
Using Gamestar Mechanic with Elementary Art students: An
exploration of one teacher’s experiences.
Degree: MA, Art Education, 2011, The Ohio State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1313592553
► Games are an emerging form of self-expression and communication. Consideredplebeian, games have been ignored as an art from. Use of video games in the classroomincorporates…
(more)
▼ Games are an emerging form of self-expression and
communication. Consideredplebeian, games have been ignored as an
art from. Use of video games in the classroomincorporates and
connects to many
21st century skills, helping students understand
visualculture using something they are already familiar with –
video games. Integrating games intothe classroom curriculum applies
current research to
teaching and leaning. Game making in the art
classroom develops students’ ability to think non-linearlyand to
explore color, shape, balance, composition, rhythm, and
storytelling, providingtransformative experiences. Players learn
basic game design principles,
learning how todesign games by
playing and fixing games. Players can make their own games and post
themonline, receive feedback from classmates, teachers, and other
players, and then revise andrepost. This paper discusses how this
researcher used the video game Gamestar Mechanic in an elementary
art classroom and supported an art teacher in
learning how to use
this tool.
Advisors/Committee Members: Ballengee-Morris, Christine (Advisor).
Subjects/Keywords: Art Education; game based learning; Gamestar Mechanic; video games; learning; teaching; public school; 21st century skills
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APA ·
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MLA ·
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Export
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Manager
APA (6th Edition):
Aubrecht, M. A. (2011). Using Gamestar Mechanic with Elementary Art students: An
exploration of one teacher’s experiences. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1313592553
Chicago Manual of Style (16th Edition):
Aubrecht, Michelle Adrienne. “Using Gamestar Mechanic with Elementary Art students: An
exploration of one teacher’s experiences.” 2011. Masters Thesis, The Ohio State University. Accessed April 11, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1313592553.
MLA Handbook (7th Edition):
Aubrecht, Michelle Adrienne. “Using Gamestar Mechanic with Elementary Art students: An
exploration of one teacher’s experiences.” 2011. Web. 11 Apr 2021.
Vancouver:
Aubrecht MA. Using Gamestar Mechanic with Elementary Art students: An
exploration of one teacher’s experiences. [Internet] [Masters thesis]. The Ohio State University; 2011. [cited 2021 Apr 11].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1313592553.
Council of Science Editors:
Aubrecht MA. Using Gamestar Mechanic with Elementary Art students: An
exploration of one teacher’s experiences. [Masters Thesis]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1313592553
Edith Cowan University
15.
Bruce, Dallas.
Improving science teaching through the use of video reflection and a PCK-based teaching framework.
Degree: 2020, Edith Cowan University
URL: https://ro.ecu.edu.au/theses/2300
► Effective teaching and teachers are vital for improved outcomes in Science, Technology, Engineering and Mathematics (STEM) education and scientific literacy. Supporting the goals of contemporary…
(more)
▼ Effective teaching and teachers are vital for improved outcomes in Science, Technology, Engineering and Mathematics (STEM) education and scientific literacy. Supporting the goals of contemporary science education calls for constructivist learning approaches, with an emphasis on inquiry-based, student-centred learning, which demands that teachers develop a wider repertoire and more innovative pedagogical skills. Pedagogical Content Knowledge (PCK) research was used to prepare a conceptual framework of effective teaching skills and knowledge areas which was used in a teacher professional development (PD) initiative. This qualitative study employed a case study methodology with a small group of experienced, secondary Science teachers. An ethnographic, participatory action research (PAR) approach supported the use of self-tracking video in the classroom for the purpose of individual teacher reflection. The teachers then collaborated in a video club professional learning community (PLC) to collectively reflect on effective teaching skills and knowledge. The study concluded that experienced Science teachers found the use of video-supported reflection and participation in a supportive PLC positive and beneficial. It aided their self-reflection and goal-setting and was perceived as enhancing other PD programs that the teachers were engaged in. Participants also felt that the shared experience consolidated collegial relationships and discussion and led to positive feelings. The study provided further insights about elements of effective teaching building on earlier PCK research.
Subjects/Keywords: 21st Century skills; Effective Teaching; Goal-setting; Pedagogical Content Knowledge (PCK); Professional Learning Community (PLC); Reflection; Science education; Science teaching; Scientific Inquiry; Scientific literacy; Self-Efficacy; Self-tracking video; Standards; STEM; Teacher’s Approach to teaching and Learning; Teacher Framework; Teacher Professional Development; Teacher Reform; Teacher Skills and Knowledge; Video Club; Education; Educational Methods; Science and Mathematics Education
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APA (6th Edition):
Bruce, D. (2020). Improving science teaching through the use of video reflection and a PCK-based teaching framework. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/2300
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Bruce, Dallas. “Improving science teaching through the use of video reflection and a PCK-based teaching framework.” 2020. Thesis, Edith Cowan University. Accessed April 11, 2021.
https://ro.ecu.edu.au/theses/2300.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bruce, Dallas. “Improving science teaching through the use of video reflection and a PCK-based teaching framework.” 2020. Web. 11 Apr 2021.
Vancouver:
Bruce D. Improving science teaching through the use of video reflection and a PCK-based teaching framework. [Internet] [Thesis]. Edith Cowan University; 2020. [cited 2021 Apr 11].
Available from: https://ro.ecu.edu.au/theses/2300.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bruce D. Improving science teaching through the use of video reflection and a PCK-based teaching framework. [Thesis]. Edith Cowan University; 2020. Available from: https://ro.ecu.edu.au/theses/2300
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Northeastern University
16.
Singer, Jaclyn.
The effects of iPad devices on elementary school students' mathematics achievement and attitudes.
Degree: EdD, School of Education, 2015, Northeastern University
URL: http://hdl.handle.net/2047/D20198325
► The integration of educational technology continues to increase as schools are endeavoring to challenge the traditional philosophy and practices of American schools. While there are…
(more)
▼ The integration of educational technology continues to increase as schools are endeavoring to challenge the traditional philosophy and practices of American schools. While there are many opportunities for the use of technology in classrooms and to design instruction employing the most recent technological tools, there is a need to better understand how to integrate iPad devices effectively in elementary math instruction. In response to these challenges, this exploratory case study that included quasi-experimental quantitative and qualitative data investigated the effect of iPad devices, as an individual learning tool on third grade students' achievement and attitudes towards mathematics. The central research question that guided this study was: What is the process by which NPS School adopted iPads into a third grade mathematics classroom and what impact did it have on elementary school students' mathematics achievement and attitudes? The succeeding sub-questions helped to provide a more complete and holistic view of the problem of practice. How does third grade students' math achievement differ when integrating an iPad into instruction compared to the traditional-textbook based education for a unit of study? and How do students attitudes towards mathematics differ when using tablet devices compared to the traditional means of instruction? These research questions were answered using two sections of a third grade mathematics course, one that received teaching based on traditional instructional pedagogies while the other group received instruction with the integration of an iPad device. Course content, instructional design, assessments, inventories and the instructor remained consistent for both groups; the only difference was the intervention of iPads. Data on students' learning achievement was collected through pre and post-tests and students' attitudes were measured based on an Attitudes Towards Mathematics Inventory (ATMI). Interviews were conducted with the participating instructor and coordinating administrator to provide more inclusive and holistic results. In addition, documents, in the form of teacher lessons plans were analyzed to provide further information about what teachers intended to do; specifically how the iPad device was used during the lesson. The results that emerged from this study exposed inconsistencies between the quantitative and qualitative data. Specifically, the results from the post-test and ATMI did not show a statistically significant difference while the interviews with the participating adults created a picture of a noticeable increase in student engagement, attitudes and productivity for students that used iPads for instruction compared to the students who did not use the devices.
Subjects/Keywords: 21st century learning; academic acheivement; attitudes towards mathematics; elementary mathematics; iPads; technology integration; Mobile communication systems in education; Mathematics; Study and teaching (Elementary); Educational technology; Education; Effect of technological innovations on; iPad (Computer); Academic achievement
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APA (6th Edition):
Singer, J. (2015). The effects of iPad devices on elementary school students' mathematics achievement and attitudes. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20198325
Chicago Manual of Style (16th Edition):
Singer, Jaclyn. “The effects of iPad devices on elementary school students' mathematics achievement and attitudes.” 2015. Doctoral Dissertation, Northeastern University. Accessed April 11, 2021.
http://hdl.handle.net/2047/D20198325.
MLA Handbook (7th Edition):
Singer, Jaclyn. “The effects of iPad devices on elementary school students' mathematics achievement and attitudes.” 2015. Web. 11 Apr 2021.
Vancouver:
Singer J. The effects of iPad devices on elementary school students' mathematics achievement and attitudes. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/2047/D20198325.
Council of Science Editors:
Singer J. The effects of iPad devices on elementary school students' mathematics achievement and attitudes. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20198325
University of Southern California
17.
Bak, Cindy Yuri.
Transforming teaching and learning with technology: a case
study of a California public school.
Degree: EdD, Education (Leadership), 2015, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/562398/rec/7584
► This study applies the Technological Pedagogical and Content Knowledge (TPACK) framework and Substitution Modification Augmentation and Redefinition (SAMR) model to understand how technology can be…
(more)
▼ This study applies the Technological Pedagogical and
Content Knowledge (TPACK) framework and Substitution Modification
Augmentation and Redefinition (SAMR) model to understand how
technology can be used as a tool to transform
teaching and
learning
in a public school. The purpose of this study was to identify the
impact of technology on
teaching and
learning at a K-8 school. The
research questions included: (1) What technology is present and how
is it used as a tool of instruction in the classroom? (2) What is
the perceived impact of technology on
teaching and
learning? (3) In
what ways does the school climate support the integration of
technology? Where does the leadership come from? This qualitative
case study was designed to identify the practices and culture of a
school through multiple sources of data, including a survey,
document reviews, interviews, and classroom observations. Findings
from the study identified frequent use of iPads, laptops, and
interactive white boards to differentiate
learning and provide
students with hands-on
learning experiences and self-guided
practice, high levels of engagement and students taking ownership
of the
learning, shift in the role of the teacher from expert to
learner and facilitator, and shared leadership among teachers and
administrators. The five emergent themes in the study were (1)
visionary leadership and shared decision-making (2) shared vision
and clear expectations for technology (3) teacher as facilitator of
learning (4) ongoing professional development and a culture of
collaboration (5) importance of support from the district and local
community.
Advisors/Committee Members: Gothold, Stuart E. (Committee Chair), Hocevar, Dennis (Committee Member), Ott, Maria G. (Committee Member).
Subjects/Keywords: teaching; learning; technology; 21st century; California; public school; case study; SAMR; TPACK; educational technology; impact; common core; teacher as facilitator; culture of collaboration; visionary leaders; shared leadership; interviews; observations; creativity; collaboration; communication; critical thinking
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APA (6th Edition):
Bak, C. Y. (2015). Transforming teaching and learning with technology: a case
study of a California public school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/562398/rec/7584
Chicago Manual of Style (16th Edition):
Bak, Cindy Yuri. “Transforming teaching and learning with technology: a case
study of a California public school.” 2015. Doctoral Dissertation, University of Southern California. Accessed April 11, 2021.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/562398/rec/7584.
MLA Handbook (7th Edition):
Bak, Cindy Yuri. “Transforming teaching and learning with technology: a case
study of a California public school.” 2015. Web. 11 Apr 2021.
Vancouver:
Bak CY. Transforming teaching and learning with technology: a case
study of a California public school. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2021 Apr 11].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/562398/rec/7584.
Council of Science Editors:
Bak CY. Transforming teaching and learning with technology: a case
study of a California public school. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/562398/rec/7584
University of Canterbury
18.
Naysmith, Robert Bramwell.
Implementing the New Zealand Curriculum: Understandings and experiences from three urban primary schools.
Degree: MEd, Education, 2011, University of Canterbury
URL: http://dx.doi.org/10.26021/9694
► The introduction of the New Zealand Curriculum (Ministry of Education, 2007) provided both opportunities and challenges to schools. As teaching and learning has continued to…
(more)
▼ The introduction of the New Zealand Curriculum (Ministry of Education, 2007) provided both opportunities and challenges to schools. As teaching and learning has continued to evolve and develop in accordance with new research, technological innovations and changing school populations so too has curriculum. The curriculum was designed to initiate a transformation in values, principles, and key competencies that are needed for learners to successfully participate in schooling and society. The New Zealand government introduced a new curriculum in 2007 with the intention of it being implemented into schools by 2010. The content of curriculum was guided by pedagogical understandings supported by research. This included an emphasis on schools having ownership of their curriculum. The 2007 curriculum also had a larger focus on educating the whole child not just on learning objectives.
This research investigates how three schools have undertaken the implementation of the New Zealand Curriculum (2007), and the effects this implementation has had on teaching and learning. Using semi-structured interviews, the descriptive narratives of each teacher’s and school’s experience and understanding has been explored. The results indicated that the participating schools are embracing the new curriculum and that changes made due to professional development, teacher collaboration and curriculum implementation are directly affecting learning for children in a positive way.
Subjects/Keywords: Curriculum; New Zealand curriculum; professional development; change management; teaching and learning; education; 21st century teaching; school leadership; curriculum change; consultation; pedagogy; andragogy.
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APA (6th Edition):
Naysmith, R. B. (2011). Implementing the New Zealand Curriculum: Understandings and experiences from three urban primary schools. (Masters Thesis). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/9694
Chicago Manual of Style (16th Edition):
Naysmith, Robert Bramwell. “Implementing the New Zealand Curriculum: Understandings and experiences from three urban primary schools.” 2011. Masters Thesis, University of Canterbury. Accessed April 11, 2021.
http://dx.doi.org/10.26021/9694.
MLA Handbook (7th Edition):
Naysmith, Robert Bramwell. “Implementing the New Zealand Curriculum: Understandings and experiences from three urban primary schools.” 2011. Web. 11 Apr 2021.
Vancouver:
Naysmith RB. Implementing the New Zealand Curriculum: Understandings and experiences from three urban primary schools. [Internet] [Masters thesis]. University of Canterbury; 2011. [cited 2021 Apr 11].
Available from: http://dx.doi.org/10.26021/9694.
Council of Science Editors:
Naysmith RB. Implementing the New Zealand Curriculum: Understandings and experiences from three urban primary schools. [Masters Thesis]. University of Canterbury; 2011. Available from: http://dx.doi.org/10.26021/9694
University of Southern California
19.
Luna, Anabel.
Embracing the challenge of growing the “T” in STEM and its
role in teaching and learning: a case study.
Degree: EdD, Education (Leadership), 2015, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/545827/rec/2299
► Education is constantly evolving, facing new demands from changing standards in a competitive global society. California K‐12 schools are now navigating greater demands for technology…
(more)
▼ Education is constantly evolving, facing new demands
from changing standards in a competitive global society. California
K‐12 schools are now navigating greater demands for technology
integration from the Common Core State Standards and NGSS to
develop students’ 21st‐
century skills and improve
learning
outcomes. The focus of this case study was to identify the
decisions, actions, and leadership taken by one school to embrace
technology as a tool for instruction. Multiple data collection
methods were implemented, including a staff survey, participant
interviews, observations, and review of documents for
triangulation. The study used the TPACK framework as a conceptual
model to guide the investigation. The results from this qualitative
case study indicated that key factors to creating a school that
embraces technology include: collaboration among teachers,
administration, and the district; a shared vision; having the right
people on board; continuous and effective technology professional
development; building teacher capacity; and having a strong
collaborative leadership team. In addition, the findings suggested
that technology implementation can be led by the school district
when all stakeholders are taken into consideration with each
decision and action for dissemination of resources and professional
development (PD). This case study seeks to further practitioners’
and policymakers’ understanding of what the technology
implementation process looks like in transforming teacher
instruction and student
learning.
Advisors/Committee Members: Gothold, Stuart E. (Committee Chair), Hocevar, Dennis (Committee Member), Freking, Frederick W. (Committee Member).
Subjects/Keywords: TPACK; role of technology; transforming education; role of district; teacher and student interactions; teacher facilitator; collaboration; growing teaching and learning; student impact; impact; technology specialist; PD; technology professional development; integrating technology; technology resources; class environment; classroom management; student learning; teaching and learning; teacher efficacy; implementation model; STEM; PLTW; project‐based; intervention; differentiation; school culture; leadership role; evolving; replacement; transformative; motivation; integration; teacher capacity; 21st century skills
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APA ·
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MLA ·
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CSE |
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Manager
APA (6th Edition):
Luna, A. (2015). Embracing the challenge of growing the “T” in STEM and its
role in teaching and learning: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/545827/rec/2299
Chicago Manual of Style (16th Edition):
Luna, Anabel. “Embracing the challenge of growing the “T” in STEM and its
role in teaching and learning: a case study.” 2015. Doctoral Dissertation, University of Southern California. Accessed April 11, 2021.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/545827/rec/2299.
MLA Handbook (7th Edition):
Luna, Anabel. “Embracing the challenge of growing the “T” in STEM and its
role in teaching and learning: a case study.” 2015. Web. 11 Apr 2021.
Vancouver:
Luna A. Embracing the challenge of growing the “T” in STEM and its
role in teaching and learning: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2021 Apr 11].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/545827/rec/2299.
Council of Science Editors:
Luna A. Embracing the challenge of growing the “T” in STEM and its
role in teaching and learning: a case study. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/545827/rec/2299
Stellenbosch University
20.
Pedro, Marné.
Onderwyserperspektiewe aangaande vervlegte leer as onderrig- en leerbenadering tot taalonderrig vir die 21ste-eeuse leerder.
Degree: MEd, 2019, Stellenbosch University
URL: http://hdl.handle.net/10019.1/107101
► ENGLISH SUMMARY : The focus of this study is on the perspectives of language teachers on the use of blended learning approaches, regarding the teaching…
(more)
▼ ENGLISH SUMMARY : The focus of this study is on the perspectives of language teachers on the use of blended
learning approaches, regarding the
teaching of the current
21st century learner. The three core considerations that guide this study firstly refer to the significant role that the teacher’s perspective plays on educational reform efforts, secondly on blended
learning as a
teaching and
learning strategy for language
teaching and thirdly, the consideration of
21st century learner’s needs within the context of the current educational landscape.
New technologies can be regarded as synonymous with future-oriented education and with the technological advances that are so characteristic of the
21st century, it is necessary to redesign and transform the way people learn. Within the contextual framework of the
21st century classroom, it should be noted that technology is part of today's learner's overall frame of reference. This changing educational landscape urges the teacher to have an innovative disposition with regard to
teaching and
learning, and to explore ways in which technology can be integrated meaningfully within the curriculum framework and combined with the most valued features of traditional
learning experiences to ultimately transform the language classroom in terms of the nature and quality of the educational experience.
Given the crucial role of teachers’ perspectives in ensuring successful and meaningful implementation of innovative
teaching and
learning approaches, the researcher investigated the perspectives of eight language educators through the lens of an interpretivist case study approach. These language educators are currently using blended
learning approaches within the parameters of existing national curriculum. The insights gained from the semi-structured interviews and focus group interview, were analyzed according to a content analysis approach, to ultimately answer the main research question of this study, namely: "What perspectives do language teachers have concerning the use of blended
learning methods in their classrooms?" The researcher also used quantitative data analysis methods to determine the perspectives of the
21st-
century learner, taught by these language teachers. The result is a detailed description of the lived experiences of teachers and learners of blended
learning integration in the language classroom.
The study found that there are divergent factors which influence the teacher’s perspective. Teachers may maintain a positive attitude towards the integration of
learning technology in language
teaching, but considerations such as contextual factors related to the practical implementation of blended
learning, limited knowledge of the pedagogical principles that are foundational to blended
learning approaches and the rebate of teacher involvement during planning and implementation phases of educational reform efforts, are ultimately strong determinants for teachers' classroom practices.
This study also makes recommendations firstly with regard to bridging contextual…
Advisors/Committee Members: Van der Merwe, Michele F., Stellenbosch University. Faculty of Education. Curriculum Studies..
Subjects/Keywords: Linguistics – Study and teaching (Higher) – Curricula; Blended learning; Language teachers – Attitudes; Twenty-first century; UCTD
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APA (6th Edition):
Pedro, M. (2019). Onderwyserperspektiewe aangaande vervlegte leer as onderrig- en leerbenadering tot taalonderrig vir die 21ste-eeuse leerder. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/107101
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Pedro, Marné. “Onderwyserperspektiewe aangaande vervlegte leer as onderrig- en leerbenadering tot taalonderrig vir die 21ste-eeuse leerder.” 2019. Thesis, Stellenbosch University. Accessed April 11, 2021.
http://hdl.handle.net/10019.1/107101.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Pedro, Marné. “Onderwyserperspektiewe aangaande vervlegte leer as onderrig- en leerbenadering tot taalonderrig vir die 21ste-eeuse leerder.” 2019. Web. 11 Apr 2021.
Vancouver:
Pedro M. Onderwyserperspektiewe aangaande vervlegte leer as onderrig- en leerbenadering tot taalonderrig vir die 21ste-eeuse leerder. [Internet] [Thesis]. Stellenbosch University; 2019. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/10019.1/107101.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Pedro M. Onderwyserperspektiewe aangaande vervlegte leer as onderrig- en leerbenadering tot taalonderrig vir die 21ste-eeuse leerder. [Thesis]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/107101
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
21.
Maynard, Julie Ann.
Transformational Teaching & Learning Modeled in a
Flipped Classroom Environment.
Degree: PhD, EDU Teaching and Learning, 2019, The Ohio State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1555355104583446
► Educational technologies have become a component of many classrooms in the 21st century, but the use of technology by beginning teachers is a concern of…
(more)
▼ Educational technologies have become a component of
many classrooms in the
21st century, but the use of technology by
beginning teachers is a concern of both educators and researchers.
A gap exists between the way in which preservice teachers are
taught with technology in their courses and how teachers are
expected to use technology for instructional purposes. For decades
research has focused on methods of instructional practices that
support and improve education for student achievement. Although
many studies have been conducted relating to technology,
project-based
learning, and
21st century learning, limited research
exists in a conceptual model to prepare preservice teachers on
technology integration, project-based
learning, and
21st century
learning in a flipped classroom environment.While preparing to
teach a course for teacher preparation, a conceptual model was
designed for modeling technology integration, project-based
learning, and
21st century learning in a flipped classroom
environment. The resulting syllabus was constructed around a
student-centered, blended
learning environment while using the
Universal Design of
Learning and social emotional
learning. The
conceptual model for the research includes transformative
teaching
&
learning and technological pedagogical content knowledge
(TPACK). This mixed-methods study examined how the nature of
preservice teachers’ use of technology is impacted in a preparation
course in which the instructor modeled technology integration,
project-based
learning, and
21st century learning in a flipped
classroom environment. Questions addressed in the study include:
(a) How do preservice teachers engage in using technology,
project-based
learning, and
21st century learning during the
teacher preparation course?; and (b) How do preservice teachers
perceive their technological, pedagogical, content, knowledge
(TPACK) self-efficacy after completing the teacher preparation
course?Triangulation of findings from PT-TPACK surveys, journal
reflection writings, observations, student artifacts, technology
presentations, and end-of-course reflections provided a
comprehensive understanding of events. The study concluded that
modeling technology integration, project-based
learning, and
21st
century learning in a flipped classroom environment during a
teacher preparation course: 1) had a positive influence on
improving preservice teachers’ self-efficacy in technology
integration, project-based
learning, and
21st century learning; and
2) preservice teachers developed TPACK self-efficacy. In this
mixed-methods study, implications, limitations, and recommendations
for further research are discussed.
Advisors/Committee Members: Brosnan, Patti (Advisor).
Subjects/Keywords: Education; Teacher Education; Teaching; Educational Technology; Early Childhood Education; Middle School Education; Technology; Modeling during teacher preparation; teacher education; preservice teachers; technology integration; project-based learning; 21st century learning; flipped classroom; Early Childhood Education; Middle Childhood Education
…22
21st Century Learning… …24
Figure 3: 21st Century Learning Framework… …framework for modeling technology integration,
project-based learning, and 21st century learning… …project-based learning, and 21st century learning. While at the same time, I
understand that my… …students
engaging in technology, project-based learning, and 21st century learning experiences…
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Maynard, J. A. (2019). Transformational Teaching & Learning Modeled in a
Flipped Classroom Environment. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1555355104583446
Chicago Manual of Style (16th Edition):
Maynard, Julie Ann. “Transformational Teaching & Learning Modeled in a
Flipped Classroom Environment.” 2019. Doctoral Dissertation, The Ohio State University. Accessed April 11, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1555355104583446.
MLA Handbook (7th Edition):
Maynard, Julie Ann. “Transformational Teaching & Learning Modeled in a
Flipped Classroom Environment.” 2019. Web. 11 Apr 2021.
Vancouver:
Maynard JA. Transformational Teaching & Learning Modeled in a
Flipped Classroom Environment. [Internet] [Doctoral dissertation]. The Ohio State University; 2019. [cited 2021 Apr 11].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1555355104583446.
Council of Science Editors:
Maynard JA. Transformational Teaching & Learning Modeled in a
Flipped Classroom Environment. [Doctoral Dissertation]. The Ohio State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1555355104583446
22.
Wong, William.
The efficacy of improving fundamental learning and its subsequent effects on recall, application and retention.
Degree: Department of Educational Psychology and Leadership Studies, 2017, University of Victoria
URL: https://dspace.library.uvic.ca//handle/1828/8807
► In post-secondary introductory courses there is a knowledge base that must be learned before proceeding to advance study. One method to learn such fundamental material…
(more)
▼ In post-secondary introductory courses there is a knowledge base that must be learned before proceeding to advance study. One method to learn such fundamental material has been the mastery paradigm (Bloom, 1956). Using this approach, students learn a particular knowledge unit until they achieve a predetermined accuracy criterion, for example, 90% correct, on a post-
learning test. Lindsley (1972) broadened the definition of mastery
learning to include response rate (i.e., responses per minute) and called it ‘fluency’. The response rate has not generally been considered in the traditional demonstration of mastery within the academic setting.
Empirical research to date has focused solely on the effects of either approach without any direct comparisons. There was only one published report comparing the effects between the two approaches (Kelly, 1996). In the present study, two single-
subject experiments were conducted using a computer program called Think Fast to deliver factual information covering introductory behavioral psychology concepts.
In Experiment 1, a within-
subject design was used to control the number of
learning trials, instructional set, and the experimental presentation sequence (n = 9). This design consisted of multiple
learning units and instructions. Group, subgroup and individual descriptive analyses revealed that posttest achievement was higher for items learned to both Accuracy and Speed than Accuracy. In analyzing the change in retention from immediate recall to scores obtained after a 30-day absence,
learning was more resistant to extinction for concepts that had previously been learned to Accuracy and Speed rather than Reading or Accuracy.
Furthermore, retention decreases were examined statistically and there was one significant result in Session 1 and two in Session 2. In Session 1, under the Accuracy condition, subjects recalled 25.5% fewer items after a 30-day absence, t(8) = 5.33, p < .01. A decrease of 12.2% for posttest items learned under the Accuracy and Speed condition was not significant, t(8) = 2.05, p > .05. In Session 2, significantly fewer (Recall 2) posttest items were remembered after a 30-day absence for both experimental conditions, t(8) = 5.08, p < .01 (Accuracy) and t(8) = 3.82, p < .01 (Accuracy and Speed). All other group retention comparisons were not statistically significant.
In Experiment 2, a between-
subject design was used to replicate the effects of Experiment 1, but this time each
subject received only one set of instructions (n = 6). The effects of this simplified research design resulted in no significant differences between
learning to both Accuracy and Speed in comparison to Accuracy. Other factors that affected
learning included subjects' baseline ability and the extent of their interest in the study. These factors determined whether or not subjects followed the
learning instructions and, to varying degrees, affected their subsequent posttest performance. The study concluded with educational implications and suggestions for further research.
Advisors/Committee Members: Hett, Geoffrey (supervisor).
Subjects/Keywords: Learning; Teaching
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APA (6th Edition):
Wong, W. (2017). The efficacy of improving fundamental learning and its subsequent effects on recall, application and retention. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/8807
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Wong, William. “The efficacy of improving fundamental learning and its subsequent effects on recall, application and retention.” 2017. Thesis, University of Victoria. Accessed April 11, 2021.
https://dspace.library.uvic.ca//handle/1828/8807.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wong, William. “The efficacy of improving fundamental learning and its subsequent effects on recall, application and retention.” 2017. Web. 11 Apr 2021.
Vancouver:
Wong W. The efficacy of improving fundamental learning and its subsequent effects on recall, application and retention. [Internet] [Thesis]. University of Victoria; 2017. [cited 2021 Apr 11].
Available from: https://dspace.library.uvic.ca//handle/1828/8807.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wong W. The efficacy of improving fundamental learning and its subsequent effects on recall, application and retention. [Thesis]. University of Victoria; 2017. Available from: https://dspace.library.uvic.ca//handle/1828/8807
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
23.
Ricks, Jennifer.
A Case Study Investigating the Impact of a Blended International Partnership on Perceptions of Learning and Global Mindedness in a North Carolina High School.
Degree: 2014, Liberty University
URL: http://digitalcommons.liberty.edu/doctoral/913
► Despite the ever-increasing popularity of international partnerships that blend study abroad and virtual learning, very little data exists to understand their impact on student attitudes…
(more)
▼ Despite the ever-increasing popularity of international partnerships that blend study abroad and virtual learning, very little data exists to understand their impact on student attitudes and achievement. The purpose of this qualitative case study was to investigate the impact of a blended international school partnership on perceptions of learning and global mindedness in a North Carolina high school. Data was collected, in two phases, from stakeholder interviews, observations, an online Global Mindedness Scale survey, the NC School Report Card, and teacher lesson plans. Global mindedness was found to have increased as participants gained a multifaceted understanding of, and appreciation for, self and others. Findings supported enhanced perceptions of learning in three key ways (a) higher levels of engagement (b) a deeper understanding of academic content and (c) the utilization of 21st century skills.
Subjects/Keywords: 21st Century Skills; Blended Learning; Contact Hypothesis Theory; Global Mindedness; International Partnership; Study Abroad; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Education; Educational Methods; Instructional Media Design; International and Comparative Education; Online and Distance Education; Secondary Education and Teaching
…problems in the ever flattening world is preparing 21st century students
to compete and excel in… …Young Americans will require a different skillset for success in the
21st century (… …necessary for 21st century learners.
Digital technology undeniably flattens the world and makes… …in-person learning experiences when teaching
students” (Blended Learning, 2013, para… …related themes is explored: global
mindedness, cultural competence, virtual learning and 21st…
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APA (6th Edition):
Ricks, J. (2014). A Case Study Investigating the Impact of a Blended International Partnership on Perceptions of Learning and Global Mindedness in a North Carolina High School. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/913
Chicago Manual of Style (16th Edition):
Ricks, Jennifer. “A Case Study Investigating the Impact of a Blended International Partnership on Perceptions of Learning and Global Mindedness in a North Carolina High School.” 2014. Doctoral Dissertation, Liberty University. Accessed April 11, 2021.
http://digitalcommons.liberty.edu/doctoral/913.
MLA Handbook (7th Edition):
Ricks, Jennifer. “A Case Study Investigating the Impact of a Blended International Partnership on Perceptions of Learning and Global Mindedness in a North Carolina High School.” 2014. Web. 11 Apr 2021.
Vancouver:
Ricks J. A Case Study Investigating the Impact of a Blended International Partnership on Perceptions of Learning and Global Mindedness in a North Carolina High School. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2021 Apr 11].
Available from: http://digitalcommons.liberty.edu/doctoral/913.
Council of Science Editors:
Ricks J. A Case Study Investigating the Impact of a Blended International Partnership on Perceptions of Learning and Global Mindedness in a North Carolina High School. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/913
24.
Zagray, Peter G.
BYOD: The PreK-12 Technology Leader's Perspective.
Degree: Doctor of Education (Educational Leadership), Department of Teacher Education and Leadership
Studies, 2019, Youngstown State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1559239825777546
► PreK-12 technology leaders are the men and women in senior-level school technology leadership positions. The role of the PreK-12 education technology leader is complex and…
(more)
▼ PreK-12 technology leaders are the men and women in
senior-level school technology leadership positions. The role of
the PreK-12 education technology leader is complex and serves as
the centerpiece of school technology leadership. The purpose of
this Q methodology study was to examine and emphasize the
importance of PreK-12 technology leader perspectives of Bring Your
Own Device (BYOD) programs.The unique mix of data gathered in this
study provides the information needed to answer the research
questions posed; What are the benefits of BYOD from the PreK-12
technology leaders perspective and what are the drawbacks? The
findings conclude that BYOD is seen as less of a pedagogical
approach and more as a technical one that grants access to the
school network and online resources. Technology's role in pedagogy
is reflected in the benefits identified by participant viewpoints.
The current study found that technology is viewed as improving
collaboration, differentiation, and assessment methods. BYOD is
seen as having many drawbacks like creating problems when students
forget to charge their device, providing increased opportunities
for hacking, creating excessive bandwidth usage, not providing a
cost savings, exacerbating equitable access concerns, and not
improving school-to-home communications. The current study
indicates that some participants do not see BYOD itself providing
benefits to
teaching; they view technology in all its forms as
being beneficial to instruction. This distinction is important
because it provides evidence of a tarnished view of BYOD. Globally,
participant views indicate that 1-to-1 technology programs are the
preferred method of getting technology into the hands of
students.
Advisors/Committee Members: Larwin, Karen (Advisor).
Subjects/Keywords: Education; Educational Leadership; Educational Technology; Information Technology; School Administration; Teaching; Technology; BYOD; education technology; bring your own device; education leadership; technological determinism; social construction of technology; technology integration; 21st century learning; Q methodology; Q-sort; technology leadership
…perspectives regarding 21st Century learning initiatives. The Consortium for School
4
Networking… …technology integration practices align with 21st Century
learning goals by “developing students… …centered learning practices.
21st Century Learning
Nearly two decades before the end of the 20th… …consulting and online resources
used for teaching and learning. Predictions indicate that by 2020… …technology in order to promote 21st Century technology skills, which are the skills
necessary to…
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APA (6th Edition):
Zagray, P. G. (2019). BYOD: The PreK-12 Technology Leader's Perspective. (Doctoral Dissertation). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1559239825777546
Chicago Manual of Style (16th Edition):
Zagray, Peter G. “BYOD: The PreK-12 Technology Leader's Perspective.” 2019. Doctoral Dissertation, Youngstown State University. Accessed April 11, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1559239825777546.
MLA Handbook (7th Edition):
Zagray, Peter G. “BYOD: The PreK-12 Technology Leader's Perspective.” 2019. Web. 11 Apr 2021.
Vancouver:
Zagray PG. BYOD: The PreK-12 Technology Leader's Perspective. [Internet] [Doctoral dissertation]. Youngstown State University; 2019. [cited 2021 Apr 11].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1559239825777546.
Council of Science Editors:
Zagray PG. BYOD: The PreK-12 Technology Leader's Perspective. [Doctoral Dissertation]. Youngstown State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1559239825777546
25.
Boyd, Yolanda F.
Inquiry-based science: preparing human capital for the 21st century and beyond.
Degree: EdD, School of Education, 2016, Northeastern University
URL: http://hdl.handle.net/2047/D20221520
► High school students need to graduate with 21st century skills to be college and career ready and to be competitive in a global marketplace. A…
(more)
▼ High school students need to graduate with 21st century skills to be college and career ready and to be competitive in a global marketplace. A positive trend exists favoring inquiry-based instructional practices that purportedly not only increase science content knowledge, but also 21st century skill development. A suburban school district, Areal Township (pseudonym), implemented an inquiry-based science program based on this trend; however, the degree to which the program has been meeting students' needs for science content knowledge and 21st century skills development has not been explored. If we were to understand the process by which an inquiry-based science program contributes to attainment of science content and 21st century skill development, then we might be able to improve the delivery of the program and provide a model to be adopted by other schools. Therefore, the purpose of this descriptive case study was to engage with multiple stakeholders to formatively assess the successes and obstacles for helping students to achieve science content and 21st century skills through an inquiry-based curriculum. Using constructivist theory, this study aimed to address the following central research question: How does the implementation of an inquiry-based program within the Areal Township School District (ATSD) support the acquisition of science content knowledge and the development of 21st century skills? This study found that 21st century skill development is embedded in inquiry-based instructional practices. These practices engage students in meaningful learning that spirals in content and is measured using diverse assessments. Time to do inquiry-based science and adequate time for collegial collaboration were obstacles for educators in grades K-5. Other obstacles were turnkey professional development and a lack of ongoing program monitoring, as a result of imposed extrinsic factors from state and federal mandates. Lastly, it was discovered that not all parts of the curriculum adopted a full inquiry-based approach.
Subjects/Keywords: 21st century skills; assessments; college and career readiness; elementary and middle school science; inquiry-based science; next generation science standards (NGSS); Science; Study and teaching (Elementary); Science; Study and teaching (Middle school); Inquiry-based learning; Critical thinking; Study and teaching (Elementary); Critical thinking; Study and teaching (Middle school); Problem solving; Study and teaching (Elementary); Problem solving; Study and teaching (Middle school)
…science content. Having been made aware of this gap, the Assessment and Teaching
of 21st Century… …21st Century Learning 2009, June), discourse
in the literature has focused on college… …planning to ensure that
21st century skills and assessment undergird instruction and learning… …Partnership for 21st Century Learning (P21) in the current state of science education. It… …specifically examines three claims: (a) 21st century learning involves the development of…
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APA (6th Edition):
Boyd, Y. F. (2016). Inquiry-based science: preparing human capital for the 21st century and beyond. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20221520
Chicago Manual of Style (16th Edition):
Boyd, Yolanda F. “Inquiry-based science: preparing human capital for the 21st century and beyond.” 2016. Doctoral Dissertation, Northeastern University. Accessed April 11, 2021.
http://hdl.handle.net/2047/D20221520.
MLA Handbook (7th Edition):
Boyd, Yolanda F. “Inquiry-based science: preparing human capital for the 21st century and beyond.” 2016. Web. 11 Apr 2021.
Vancouver:
Boyd YF. Inquiry-based science: preparing human capital for the 21st century and beyond. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/2047/D20221520.
Council of Science Editors:
Boyd YF. Inquiry-based science: preparing human capital for the 21st century and beyond. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20221520
University of Namibia
26.
Nyambe Kamwi John.
Teacher educators' interpretation and practice of learner-centred pedagogy
.
Degree: 2008, University of Namibia
URL: http://hdl.handle.net/11070/559
► The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the…
(more)
▼ The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the Basic Education Teachers Diploma (BETD) program. In order to achieve this objective, a case study approach was adopted, qualitative-interpretive in orientation and drawing upon interviews, naturalistic non-participant observation and document analysis. Bernstein's theory of pedagogy - in particular his notion ofrecontextualization - offered ideas and concepts that were used to generate and analyse data. The data indicated that, at the level of description, teacher educators interpreted leamercentred pedagogy as a pedagogic practice based on weak rules of regulative discourse, or a weak power relation between themselves and their student teachers. The weakening of the rules of regulative discourse and the waning of educator authority were indicated in the interview narratives, which evoked a pedagogic context characterized by a repositioning of the student teacher from the margins to the centre of the classroom, where he or she enjoyed a more active and visible pedagogic position. Contrary to the dis empowering dynamic within classroom practice under the apartheid dispensation, the repositioning of the student teacher suggested a shift of power towards him or her. Similarly, the identification of the teacher educator as afacilitator, which featured prominently in the interview narratives, further suggested a weakening or diminishing of the pedagogic authority of the teacher educator. With regard to rules pertaining to the instructional discourse, the data revealed an interpretation of leamer-centred pedagogy as a pedagogic practice based on strong framing over the selection of discourses, weak framing over pacing, and strong framing over sequencing and criteria for evaluation. When correlated with the interview data, the data generated through lesson observation and teacher educator prepared documents such as lesson plans revealed a disjuncture between teacher educators' ideas about leamer-centred pedagogy and their practice of it. Contrary to the interviews, lesson observation data revealed that teacher educators implemented leamer-centred pedagogy as a pedagogic practice based on strong internal framing over rules of the regulative discourse. Data further indicated strong internal framing over the selection, sequencing, pacing and evaluation. The study concluded that while some teacher educators could produce an accurate interpretation oflearner-centred pedagogy at the level of description, most of them did not do so at the level of practice. Findings revealed structural and personal-psychological factors that constrained teacher educators' recontextualization of the new pedagogy. A narrow understanding of leamercentred pedagogy that concentrated only on changing teacher educators' pedagogical approaches from teacher-centred to learner-centred, while ignoring structural and systematic factors, tended to dominate not only the interview narratives…
Advisors/Committee Members: Smith Clive (advisor), Wilmot Dianne (advisor).
Subjects/Keywords: Student- centred learning
;
Learning
;
Teaching
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APA (6th Edition):
John, N. K. (2008). Teacher educators' interpretation and practice of learner-centred pedagogy
. (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/559
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
John, Nyambe Kamwi. “Teacher educators' interpretation and practice of learner-centred pedagogy
.” 2008. Thesis, University of Namibia. Accessed April 11, 2021.
http://hdl.handle.net/11070/559.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
John, Nyambe Kamwi. “Teacher educators' interpretation and practice of learner-centred pedagogy
.” 2008. Web. 11 Apr 2021.
Vancouver:
John NK. Teacher educators' interpretation and practice of learner-centred pedagogy
. [Internet] [Thesis]. University of Namibia; 2008. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/11070/559.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
John NK. Teacher educators' interpretation and practice of learner-centred pedagogy
. [Thesis]. University of Namibia; 2008. Available from: http://hdl.handle.net/11070/559
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Johannesburg
27.
Dresselhaus, Fritz Heinrich Wilhelm.
Die didaktiese grondvorm as sintese tussen onderrig en leer.
Degree: 2014, University of Johannesburg
URL: http://hdl.handle.net/10210/11225
► M.Ed.
In this study it is shown that two dynamic forces exist in the day to day practice of teaching and learning: (a) The instructional…
(more)
▼ M.Ed.
In this study it is shown that two dynamic forces exist in the day to day practice of teaching and learning: (a) The instructional effect of teaching and learning The first dynamic force is the instructional effect of teaching and learning. It is expressed as an action where the teacher conveys to the learner crystallized knowledge, norms and techniques which for centuries have developed in a particular society. (b) The nurturant effect of teaching and learning The second dynamic force originates in the learner and his budding potential. It is expressed as the will of the learner to learn through his own effort and ability. This implies that the learner will need opportunities to discover SUbject-matter for himself and will require sufficient room for own initiative without too much control from the teacher. The dilemma the teacher now finds himself in is how to instruct knowledge in a meaningful way without dampening the joy and flow of individual discovery, inspiration and creativity. Should he guide the learner towards a clearly formulated educational goal or should the learner discover meaning for himself without much interference from the teacher? In the study it was shown that a lack of balance between these two forces will result in verbalism, a superficial type of knowledge where pupils have memorized knowledge without comprehension.
Subjects/Keywords: Teaching - Methodology; Teaching; Learning - Evaluation; Learning
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APA (6th Edition):
Dresselhaus, F. H. W. (2014). Die didaktiese grondvorm as sintese tussen onderrig en leer. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11225
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Dresselhaus, Fritz Heinrich Wilhelm. “Die didaktiese grondvorm as sintese tussen onderrig en leer.” 2014. Thesis, University of Johannesburg. Accessed April 11, 2021.
http://hdl.handle.net/10210/11225.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Dresselhaus, Fritz Heinrich Wilhelm. “Die didaktiese grondvorm as sintese tussen onderrig en leer.” 2014. Web. 11 Apr 2021.
Vancouver:
Dresselhaus FHW. Die didaktiese grondvorm as sintese tussen onderrig en leer. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/10210/11225.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Dresselhaus FHW. Die didaktiese grondvorm as sintese tussen onderrig en leer. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11225
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Namibia
28.
Mutilifa, Sanio I.
Investigating the effectiveness of learner-centred approach in teaching and learning acids and bases in two selected secondary schools in Ohangwena region, Namibia
.
Degree: 2017, University of Namibia
URL: http://hdl.handle.net/11070/1948
► This study investigated the effectiveness of a learner-centred approach in the teaching and learning of acids and bases at two selected secondary schools in Ohangwena…
(more)
▼ This study investigated the effectiveness of a learner-centred approach in the teaching and learning of acids and bases at two selected secondary schools in Ohangwena region, Namibia. The study employed a quantitative approach and a quasi-experimental non-equivalent (pre-test-post-test) control group research design was used to collect data from two schools for two weeks (one at each school). Within this scope, a total sample of 80 grade 11 learners taking Physical Science Ordinary level were randomly selected from a population of 205 learners to participate in the study. Forty learners from school E formed the experimental group while the other 40 learners from school D constituted the control group. Both groups were assigned randomly. For the purpose of this study, lessons on acids and bases were conducted for four consecutive days to the experimental group. The learners were presented with hands-on activities, laboratory work such as experimentation and practical’s, small-group discussions and observatory activities to enable them to learn in a more learner-centred way. The control group was taught for the same duration (four days) but using different teaching strategies, such as demonstrations, chalk and talk, question and answer, lectures, as well as whole class discussions.
Both groups were pre-tested on the first day and later post-tested on the last day (fifth day) of the lessons. The non-equivalent (pre-test-post-test) scores were used to establish the cause and effect relationship between the use of Learner-Centred Approaches (LCAs) and learners’ performance on the topics of acids and bases. In addition, closed-ended questionnaire were used to evaluate the effectiveness of the teaching approaches as well as teaching resources used in enhancing learners’ performance. Descriptive statistics was used to analyse the quantitative data from the pre- and post-test scores and a t-test analysis was conducted for both. Graphs were generated to present the findings from the closed ended questionnaires. The mean results indicated that the post-test scores for the experimental group (16.5000) were higher than the post-test scores from the control group (11.200). Using small group discussions, laboratory experiments and demonstrations enhanced learners’ performance in acids and bases. Furthermore, it was also noted that; using various learning activities attracted learners’ interests in learning about acids and bases. It is therefore concluded that learner-centred approaches are effective in the teaching and learning of “acids and bases” as a topic in Physical Science as they enhance learners’ performance. The study recommends that Physical Science teachers should make the teaching and learning of acids and bases more practical-based.
Subjects/Keywords: Teaching
;
Learning
;
Acids
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Export
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Manager
APA (6th Edition):
Mutilifa, S. I. (2017). Investigating the effectiveness of learner-centred approach in teaching and learning acids and bases in two selected secondary schools in Ohangwena region, Namibia
. (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/1948
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Mutilifa, Sanio I. “Investigating the effectiveness of learner-centred approach in teaching and learning acids and bases in two selected secondary schools in Ohangwena region, Namibia
.” 2017. Thesis, University of Namibia. Accessed April 11, 2021.
http://hdl.handle.net/11070/1948.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mutilifa, Sanio I. “Investigating the effectiveness of learner-centred approach in teaching and learning acids and bases in two selected secondary schools in Ohangwena region, Namibia
.” 2017. Web. 11 Apr 2021.
Vancouver:
Mutilifa SI. Investigating the effectiveness of learner-centred approach in teaching and learning acids and bases in two selected secondary schools in Ohangwena region, Namibia
. [Internet] [Thesis]. University of Namibia; 2017. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/11070/1948.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mutilifa SI. Investigating the effectiveness of learner-centred approach in teaching and learning acids and bases in two selected secondary schools in Ohangwena region, Namibia
. [Thesis]. University of Namibia; 2017. Available from: http://hdl.handle.net/11070/1948
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Addis Ababa University
29.
Nefisa, Mohammed.
Teaching- Learning Difficulties in Three Selected Government Primary Schools of Kolfe Keraneo Sub- City in Addis Ababa in the Case of Destitute Students
.
Degree: 2014, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/7924
► The principal purpose of the research entitled “Teaching learning difficulties in three selected government primary schools of Addis Ababa in case of destitute students” by…
(more)
▼ The principal purpose of the research entitled “
Teaching learning difficulties in three selected
government primary schools of Addis Ababa in case of destitute students” by Nefisa Mohammed
was to understand that the presence of destitute students in selected government primary schools
created
teaching learning difficulties. To realize the objectives of the study, data were collected
from three selected government primary schools. Teachers, Parents Studentd Teachers Union
(PSTU) leader and few parents were interviewed. Other teachers and purposively selected
destitute students participated in the questionnaire. The researcher also made focus group
discussion (FGD) with destitute students. Observations were made in two of the three selected
schools because the researcher couldn’t do it in Weyra Primary School due to extraordinary
meetings. The findings revealed that destitute students are the causes of
teaching learning
difficulties. The problems behind destitute students are source of
teaching learning difficulty.
School staffs and other stakeholders’ intervention reduced students’ problem but still there are
destitute students who are not included with destitute students in case of shortage and three
schools are doing their support with alarm of shortage of supply to destitute students feeding
program. On the other way, teachers’ involvement in destitute students’ case reduced their
teaching time and students
learning time as per the schools schedule. This is sensitive case that
needs solution since it affects
teaching learning time. Students being indifferent types of problem
made them to be found in
learning difficulty. The problem seems upgraded still it takes
concerned teacher
teaching time and it made other students who couldn’t be included under the
supporting umbrella keep them still in
learning difficulty in cause of shortage. Since the
supporting activities are not in sustainable manner and the problems seem to rise up again,
appropriate attention is needed from concerned bodies such as policy makers and other stake
holders to control the problem
Advisors/Committee Members: Profesor Deribsa Dufera (advisor).
Subjects/Keywords: teaching learning difficulties
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APA (6th Edition):
Nefisa, M. (2014). Teaching- Learning Difficulties in Three Selected Government Primary Schools of Kolfe Keraneo Sub- City in Addis Ababa in the Case of Destitute Students
. (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7924
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Nefisa, Mohammed. “Teaching- Learning Difficulties in Three Selected Government Primary Schools of Kolfe Keraneo Sub- City in Addis Ababa in the Case of Destitute Students
.” 2014. Thesis, Addis Ababa University. Accessed April 11, 2021.
http://etd.aau.edu.et/dspace/handle/123456789/7924.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Nefisa, Mohammed. “Teaching- Learning Difficulties in Three Selected Government Primary Schools of Kolfe Keraneo Sub- City in Addis Ababa in the Case of Destitute Students
.” 2014. Web. 11 Apr 2021.
Vancouver:
Nefisa M. Teaching- Learning Difficulties in Three Selected Government Primary Schools of Kolfe Keraneo Sub- City in Addis Ababa in the Case of Destitute Students
. [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2021 Apr 11].
Available from: http://etd.aau.edu.et/dspace/handle/123456789/7924.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Nefisa M. Teaching- Learning Difficulties in Three Selected Government Primary Schools of Kolfe Keraneo Sub- City in Addis Ababa in the Case of Destitute Students
. [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7924
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Victoria University of Wellington
30.
Ho, Si Thang Kiet.
An Investigation of Intercultural Teaching and Learning in Tertiary EFL Classrooms in Vietnam.
Degree: 2011, Victoria University of Wellington
URL: http://hdl.handle.net/10063/4447
► Intercultural competence has become an important goal of foreign language education in response to the need for learners to function effectively in an increasingly multicultural…
(more)
▼ Intercultural competence has become an important goal of foreign language education in response to the need for learners to function effectively in an increasingly multicultural world. Language and culture are seen as interwoven and inseparable components and therefore
learning a foreign language inevitably means
learning about other ways of being and behaving. Many foreign language programmes around the world, particularly in North America, Europe, Australia and New Zealand, have adopted an intercultural pedagogy which seeks to integrate into the language
teaching experience opportunities for developing intercultural competence for language learners. This study investigates intercultural
teaching and
learning in tertiary EFL classrooms in Vietnam, a context in which intercultural approaches to language
teaching and
learning have not been widely considered.
The study consisted of three phases. The first phase involved a curriculum review in which I critically evaluated the extent to which culture and culture
learning are represented in the curriculum frameworks for tertiary EFL programmes and in the national education policy on foreign language education in Vietnam. The findings showed that the importance of culture and culture
learning is not emphasised, and the designation of culture to separate culture courses establishes a separate status, construct and treatment of culture and culture
learning in the EFL programmes.
In the second phase of the study, I analysed the perceptions of fourteen Vietnamese EFL teachers and two hundred Vietnamese EFL students on culture in language
teaching and
learning, and their classroom practices. The findings indicated that the teachers' beliefs about culture
teaching revealed a predictable priority for
teaching language rather than culture. Their culture
teaching practices were greatly influenced by their perceptions and beliefs regarding culture in language
teaching. The students also treated culture as a subordinate priority in language
learning. Overall, they found culture
learning beneficial for their language
learning and supported the teachability of language and culture in EFL classes. Both the teachers and students identified a number of constraints that restricted their opportunities and motivation to engage in
teaching and
learning culture.
The third phase of the study involved an empirical study investigating the effect of adopting an intercultural stance in English speaking lessons on the
development of the learners' intercultural competence. Over a nine-week
teaching period, eighteen English speaking lessons (90 minutes / lesson / week) for two equivalent, intact classes (seventy-one students) were observed. For one class, the lessons were adapted to reflect the principles of intercultural language
learning. For the other, no changes were made. The results showed that the intercultural competence of learners in the intercultural class increased by significantly more than that of learners in the standard class. In particular, the students in the intercultural class were…
Advisors/Committee Members: Newton, Jonathan, Holmes, Janet.
Subjects/Keywords: Intercultural teaching; Learning
Record Details
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Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ho, S. T. K. (2011). An Investigation of Intercultural Teaching and Learning in Tertiary EFL Classrooms in Vietnam. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/4447
Chicago Manual of Style (16th Edition):
Ho, Si Thang Kiet. “An Investigation of Intercultural Teaching and Learning in Tertiary EFL Classrooms in Vietnam.” 2011. Doctoral Dissertation, Victoria University of Wellington. Accessed April 11, 2021.
http://hdl.handle.net/10063/4447.
MLA Handbook (7th Edition):
Ho, Si Thang Kiet. “An Investigation of Intercultural Teaching and Learning in Tertiary EFL Classrooms in Vietnam.” 2011. Web. 11 Apr 2021.
Vancouver:
Ho STK. An Investigation of Intercultural Teaching and Learning in Tertiary EFL Classrooms in Vietnam. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2011. [cited 2021 Apr 11].
Available from: http://hdl.handle.net/10063/4447.
Council of Science Editors:
Ho STK. An Investigation of Intercultural Teaching and Learning in Tertiary EFL Classrooms in Vietnam. [Doctoral Dissertation]. Victoria University of Wellington; 2011. Available from: http://hdl.handle.net/10063/4447
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Open Access Theses and Dissertations
