subject:(Teaching )

University of Zambia

1. Bwali, McDonald Lucas. Some factors related to the choice of Teaching as a career among pre-service Zambian Teachers .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/331

► In spite of the claimed low pay and unfavourable conditions of service in the teaching service in Zambia, a large number of young men and… (more)

▼ In spite of the claimed low pay and unfavourable conditions of service in the teaching service in Zambia, a large number of young men and women enter teacher training colleges to train as teachers every year. The decision of these young men and women to become teachers raises questions as to whether their choice of teaching as a career is influenced by factors such as socio-economic status, job security and job opportunity at the time of looking for employment. This study investigated the factors which are related to the choice of teaching as a career among pre-service Zambian teachers. It was assumed that since a large number of young people take up teaching as a career at first, but only to leave it for other professions at a later stage, factors such as socio-economic status, job security and job opportunity at the time of looking for employment may have some influence on their choice of teaching as a career. The study was conducted in two colleges in Zambia and the sample of the study consisted of 250 student teachers aged between 16 and 21 years with at least Grade 12 academic qualification. In this study, ages of the students have been mentioned because this age group is not only dependent group but it is also the age group within which most Zambian youths complete their secondary education and enter the world of work. The sample was further divided into two groups of 124 male and female primary school student teachers and 126 male and female secondary school student teachers.The data collected through the questionnaire were presented using percentages. In order to determine the significance of the relationship between factors and the choice of teaching as a career, the data were subjected to chi-square statistical test.The findings showed that socio-economic status had significant relationship with the choice of teaching as a career. Job security and job opportunity at the time of looking for employment ahd no relationship with the choice of teaching as a career. Some other factors other than socio-economic status namely: place of birth and interpersonal factors were also found to have significant relationship with teh choice of teaching as a career among the pre-service Zambian teachers.

Subjects/Keywords: Teaching

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APA (6^th Edition):

Bwali, M. L. (2011). Some factors related to the choice of Teaching as a career among pre-service Zambian Teachers . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/331

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bwali, McDonald Lucas. “Some factors related to the choice of Teaching as a career among pre-service Zambian Teachers .” 2011. Thesis, University of Zambia. Accessed February 27, 2021. http://hdl.handle.net/123456789/331.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bwali, McDonald Lucas. “Some factors related to the choice of Teaching as a career among pre-service Zambian Teachers .” 2011. Web. 27 Feb 2021.

Vancouver:

Bwali ML. Some factors related to the choice of Teaching as a career among pre-service Zambian Teachers . [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/123456789/331.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bwali ML. Some factors related to the choice of Teaching as a career among pre-service Zambian Teachers . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/331

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Kamwengo, Mate Maud. Perceptions of Teaching as a Profession as held by Practicing Teachers in Selected High Schools of Lusaka District.

Degree: 2011, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/949

► Given that teachers are in a position to assess their perception of teaching as a profession. The present study focused on high school teachers’ perceptions… (more)

▼ Given that teachers are in a position to assess their perception of teaching as a profession. The present study focused on high school teachers’ perceptions of teaching as a profession and the factors that influenced their perceptions. The purpose of this study was to investigate high school teachers’ perceptions of teaching as a profession in selected high schools in Lusaka District. The study also investigated the high school teachers’ perception of teachers’ as professionals and the factors that influence their perceptions about teaching as a profession. The study was conducted among high school teachers teaching in private, government and mission high schools in Lusaka District. Qualitative data from the teachers was collected through focus group discussions and semi structured interview guides which were used with individual deputy head teachers. While for quantitative data, questionnaires with both open ended and closed ended questions were administered among the high school teachers’. From 79 high schools in Lusaka District, the study sampled 9 high schools, comprising of 10 government high school teachers, 10 private high school teachers and 10 mission high school teachers. A total of 100 questionnaires were distributed but only 80 (n=80) questionnaires were completed and returned, leading to a response rate of 80% percent. The participants included 31 (38.8%) females and 52 (52%) males. This was distributed as 29 government, 25 private and 26 mission high school teachers. Data collected was arranged according to the objectives. Quantitative data (from questionnaires) was analyzed using the SPSS statistical software package version 14 to generate tables of frequencies and percentages. The generated qualitative data were coded and emerging themes were grouped into categories using constant comparative analysis technique. The study found that some of the factors which affected the perception of teaching as a profession among high school teachers included: salary, academic qualification, supervision, conditions of service, and the environment. The study also found that both the private and mission school teachers were considered to be more professional because they were said to uphold professional standards in their practice, unlike the government school teachers. In the occupational professional rating exercise, the teachers ranked a high school teacher 9th out of 20 other occupations, categorising it as a profession. Based on the findings of the study some of the following recommendations were made. The Government should assist schools to solve accommodation problems for teachers, in order to raise the professional status of a teacher and introduce a monitoring body to regulate teachers’ activities and address issues of conduct, licensing, certification, professional standards, delivery of lessons, and disciplinary code (if teachers happen to commit a crime, they should be punished).The training institutions should regulate that all trainee teachers…

Subjects/Keywords: Teaching; Teaching-Profession

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APA (6^th Edition):

Kamwengo, M. M. (2011). Perceptions of Teaching as a Profession as held by Practicing Teachers in Selected High Schools of Lusaka District. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/949

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kamwengo, Mate Maud. “Perceptions of Teaching as a Profession as held by Practicing Teachers in Selected High Schools of Lusaka District.” 2011. Thesis, University of Zimbabwe. Accessed February 27, 2021. http://dspace.unza.zm/handle/123456789/949.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kamwengo, Mate Maud. “Perceptions of Teaching as a Profession as held by Practicing Teachers in Selected High Schools of Lusaka District.” 2011. Web. 27 Feb 2021.

Vancouver:

Kamwengo MM. Perceptions of Teaching as a Profession as held by Practicing Teachers in Selected High Schools of Lusaka District. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2021 Feb 27]. Available from: http://dspace.unza.zm/handle/123456789/949.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kamwengo MM. Perceptions of Teaching as a Profession as held by Practicing Teachers in Selected High Schools of Lusaka District. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/949

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Delaware

3. Kotch-Jester, Stephanie A. Learning to teach: examining the benefits and challenges of coteaching during student teaching.

Degree: D.Ed., University of Delaware, School of Education, 2014, University of Delaware

URL: http://udspace.udel.edu/handle/19716/16757

► Decades ago, the educational reform movement initiated discussions about teacher preparation. Several findings concurred that teaching programs failed to prepare teacher candidates for the realities… (more)

Subjects/Keywords: Teaching teams.; Student teaching.; Elementary school teaching.

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APA (6^th Edition):

Kotch-Jester, S. A. (2014). Learning to teach: examining the benefits and challenges of coteaching during student teaching. (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/16757

Chicago Manual of Style (16^th Edition):

Kotch-Jester, Stephanie A. “Learning to teach: examining the benefits and challenges of coteaching during student teaching.” 2014. Doctoral Dissertation, University of Delaware. Accessed February 27, 2021. http://udspace.udel.edu/handle/19716/16757.

MLA Handbook (7^th Edition):

Kotch-Jester, Stephanie A. “Learning to teach: examining the benefits and challenges of coteaching during student teaching.” 2014. Web. 27 Feb 2021.

Vancouver:

Kotch-Jester SA. Learning to teach: examining the benefits and challenges of coteaching during student teaching. [Internet] [Doctoral dissertation]. University of Delaware; 2014. [cited 2021 Feb 27]. Available from: http://udspace.udel.edu/handle/19716/16757.

Council of Science Editors:

Kotch-Jester SA. Learning to teach: examining the benefits and challenges of coteaching during student teaching. [Doctoral Dissertation]. University of Delaware; 2014. Available from: http://udspace.udel.edu/handle/19716/16757

Columbia University

4. Gregory, Christian George. Unearthing the Tubers and Shoots of Thought, Talk, and Praxis: A Historiography of Classroom Discourse in Theory and Practice.

Degree: 2018, Columbia University

URL: https://doi.org/10.7916/D8S19JW6

► This dissertation submits as its project a history of dialogue in the classroom, from early recitation practices to the era of the teacher as a… (more)

Subjects/Keywords: Education – Study and teaching; Teaching; Teaching – Historiography

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APA (6^th Edition):

Gregory, C. G. (2018). Unearthing the Tubers and Shoots of Thought, Talk, and Praxis: A Historiography of Classroom Discourse in Theory and Practice. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8S19JW6

Chicago Manual of Style (16^th Edition):

Gregory, Christian George. “Unearthing the Tubers and Shoots of Thought, Talk, and Praxis: A Historiography of Classroom Discourse in Theory and Practice.” 2018. Doctoral Dissertation, Columbia University. Accessed February 27, 2021. https://doi.org/10.7916/D8S19JW6.

MLA Handbook (7^th Edition):

Gregory, Christian George. “Unearthing the Tubers and Shoots of Thought, Talk, and Praxis: A Historiography of Classroom Discourse in Theory and Practice.” 2018. Web. 27 Feb 2021.

Vancouver:

Gregory CG. Unearthing the Tubers and Shoots of Thought, Talk, and Praxis: A Historiography of Classroom Discourse in Theory and Practice. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2021 Feb 27]. Available from: https://doi.org/10.7916/D8S19JW6.

Council of Science Editors:

Gregory CG. Unearthing the Tubers and Shoots of Thought, Talk, and Praxis: A Historiography of Classroom Discourse in Theory and Practice. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8S19JW6

University of Zambia

5. Sakala, Jacob. Factors contributing to excess use of the lecture method of teaching among high school teachers in selected schools of Kitwe and Kalulushi districts: lessons for educational administrators .

Degree: 2013, University of Zambia

URL: http://hdl.handle.net/123456789/2184

► Concern has been raised about the overuse of the lecture method of teaching in schools. The study investigated factors contributing to excess use of the… (more)

▼ Concern has been raised about the overuse of the lecture method of teaching in schools. The study investigated factors contributing to excess use of the lecture method of teaching among high school teachers in selected high schools of Kitwe and Kalulushi districts in the Copperbelt Province of Zambia. The data was collected using questionnaires and interviews. The key respondents were pupils, teachers, Heads of department and Head Teachers. In addition to using questionnaires and interviews, inspection of some facilities was done to verify the information given by the respondents. Qualitative data was thematically analysed using the themes and sub-themes that emerged from the data. Quantitative data was processed electronically using SPSS that generated frequencies, percentages and tables. The findings from the study showed that teachers had been exposed to a variety of teaching methods during their initial teacher training. However, down the line as they practiced their career very few of those teaching methods were used. In most cases, teachers resorted to using the lecture method. This study revealed that the factors that contributed to that apathy include: large class sizes, wide syllabi, lack of/inadequate teaching/learning materials, low and demotivating participation of learners due to their background, college/university lecturers and missionary teachers manner of teaching, the need to prepare learners for examinations and tests, lack of supervision, need for teachers to control strictly the learners’ academic freedom and the fact that the older the teacher became in the teaching profession, the less one prepared for lessons. In view of the findings, recommendations were made. There was need to procure teaching/learning materials, formulate and implement policy on enrolment and enhance the pre- and in-service training for teachers. These recommendations were directed to educational administrators including policy makers and executives such as the Ministry of Education as a whole, and in particular Head teachers, teachers and teacher training institutions. From the study results it is expected that educational administrators will have some insight of the causes for the excess use of the lecture method in teaching so as to enable educational administrators effectively plan and implement remedial measures. There is nonetheless, still need for further research on the subject in order to get down to the bottom of the issue.

Subjects/Keywords: Lecture method in teaching; Teaching

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APA (6^th Edition):

Sakala, J. (2013). Factors contributing to excess use of the lecture method of teaching among high school teachers in selected schools of Kitwe and Kalulushi districts: lessons for educational administrators . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/2184

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sakala, Jacob. “Factors contributing to excess use of the lecture method of teaching among high school teachers in selected schools of Kitwe and Kalulushi districts: lessons for educational administrators .” 2013. Thesis, University of Zambia. Accessed February 27, 2021. http://hdl.handle.net/123456789/2184.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sakala, Jacob. “Factors contributing to excess use of the lecture method of teaching among high school teachers in selected schools of Kitwe and Kalulushi districts: lessons for educational administrators .” 2013. Web. 27 Feb 2021.

Vancouver:

Sakala J. Factors contributing to excess use of the lecture method of teaching among high school teachers in selected schools of Kitwe and Kalulushi districts: lessons for educational administrators . [Internet] [Thesis]. University of Zambia; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/123456789/2184.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sakala J. Factors contributing to excess use of the lecture method of teaching among high school teachers in selected schools of Kitwe and Kalulushi districts: lessons for educational administrators . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/2184

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Stumpf, Jennifer A. A Case Study of Co-Teaching Practices in Minnesota.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2015, St. Cloud State University

URL: https://repository.stcloudstate.edu/edad_etds/9

► The education of children with disabilities in the general education classroom has evolved over many years. The popularity of inclusive education became widespread in… (more)

▼ The education of children with disabilities in the general education classroom has evolved over many years. The popularity of inclusive education became widespread in the 1980s (Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010). It began as a civil rights movement, based on the rationale that all children–disabled and non-disabled–should have access to the same academic and social opportunities within the school (Sailor, 2002). In 2006, 95% of the special education students aged six to 21 years old were educated in regular classrooms for at least 50% or more of their school day (U.S. Department of Education, 2008). To serve special education students in the general education classroom, schools began implementing several different inclusion models. One of those models was cooperative teaching, also called co-teaching. Co-teaching is characterized as a general education teacher and a special education teacher or another specialist collaborating for the purpose of delivering instruction together to students, including students with disabilities, in the general education setting (Friend et al., 2010). Co-teaching was designed to address the needs of students in an inclusive classroom by having a general education and special education teacher in the same classroom to meet the needs of individual students (Murawski & Dieker, 2008). Co-teaching has become an increasingly common option for educating students with disabilities in order to comply with the federal mandates (Friend & Cook, 2014). In 1994, the National Center on Educational Restructuring and Inclusion reported that co-teaching was the most frequently employed special education service delivery model for inclusive classrooms. The European Agency for Development in Special Needs Education in 2003 stated that co-teaching was one of the five educational approaches that appeared to be effective within the inclusive education model (Saloviita & Takala, 2010). Now, more than a decade after passage of the No Child Left Behind Act, the popularity of co-teachings has only increased (Kloo & Zigmond, 2008). Murawski and Swanson (2001) completed a meta-analysis of co-teaching studies to determine the impact of co-teaching on students. They reviewed six studies and found the overall mean impact of co-teaching to be 0.40, suggesting that it is a moderately effective procedure for influencing student outcomes. Quantitative and qualitative research over the past 20 years has consistently established that students in co-taught classrooms learn more and perform better on academic assessments than do special education students in more restrictive services delivery models (Walsh, 2012). In order for students and teachers to achieve maximum benefit from co-teaching, certain elements, including the components, methods, benefits, and barriers need to be addressed. The purpose of this study was to examine co-teaching in a select sample of school districts to determine the presence or absence of those elements in their co-teaching models that lead to… Advisors/Committee Members: John Eller, Chairperson, Roger Worner, Kay Worner.

Subjects/Keywords: co-teaching; co teaching

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APA (6^th Edition):

Stumpf, J. A. (2015). A Case Study of Co-Teaching Practices in Minnesota. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/9

Chicago Manual of Style (16^th Edition):

Stumpf, Jennifer A. “A Case Study of Co-Teaching Practices in Minnesota.” 2015. Doctoral Dissertation, St. Cloud State University. Accessed February 27, 2021. https://repository.stcloudstate.edu/edad_etds/9.

MLA Handbook (7^th Edition):

Stumpf, Jennifer A. “A Case Study of Co-Teaching Practices in Minnesota.” 2015. Web. 27 Feb 2021.

Vancouver:

Stumpf JA. A Case Study of Co-Teaching Practices in Minnesota. [Internet] [Doctoral dissertation]. St. Cloud State University; 2015. [cited 2021 Feb 27]. Available from: https://repository.stcloudstate.edu/edad_etds/9.

Council of Science Editors:

Stumpf JA. A Case Study of Co-Teaching Practices in Minnesota. [Doctoral Dissertation]. St. Cloud State University; 2015. Available from: https://repository.stcloudstate.edu/edad_etds/9

Penn State University

7. Wenrich, Jill Trostle. How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching.

Degree: 2012, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/13168

► Little is known about the dynamics of the relationship between principal and teacher in a co-teaching classroom at the secondary level. Increasing our understanding of… (more)

Subjects/Keywords: Co-Teaching; Team Teaching; Inclusion

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APA (6^th Edition):

Wenrich, J. T. (2012). How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13168

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wenrich, Jill Trostle. “How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching.” 2012. Thesis, Penn State University. Accessed February 27, 2021. https://submit-etda.libraries.psu.edu/catalog/13168.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wenrich, Jill Trostle. “How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching.” 2012. Web. 27 Feb 2021.

Vancouver:

Wenrich JT. How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching. [Internet] [Thesis]. Penn State University; 2012. [cited 2021 Feb 27]. Available from: https://submit-etda.libraries.psu.edu/catalog/13168.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wenrich JT. How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/13168

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Sifuniso, Mary. An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia.

Degree: 2015, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/4298

► The purpose of this study was to investigate the implementation of reflective teaching methods in Livingstone district of Zambia. The objectives of the study were… (more)

▼ The purpose of this study was to investigate the implementation of reflective teaching methods in Livingstone district of Zambia. The objectives of the study were to identify the forms of reflective teaching methods used by teachers, determine the implementation of reflective teaching methods in Schools and to establish factors which influence the implementation of reflective teaching methods. Data were collected from a total of hundred (100) respondents comprising of six (6)head teachers, two (2)deputy head teachers, six (4) senior teachers, 42 teachers, 46 pupils. Descriptive survey design was employed and data were collected using interviews, questionnaires, an observation checklist and document review. Stratified random sampling was used for the questionnaire respondents while purposive sampling was used to determine the teachers to be interviewed. The first major finding was related to forms of reflective teaching used by teachers. The forms of reflective teaching methods used by teachers were role play, mentoring, diaries, peer observation, continuing professional development meetings, storytelling, mind mapping and action research. The second finding was on the issue of the implementation of reflective teaching. Though most respondents indicated that they used written outline as opposed to mental outlines in the implementation, the data collected using observation showed the opposite as many used mental outlines. The third finding was on factors influencing implementation of reflective teaching. Pupils’ needs, administrative support, availability of space in the classroom, subject matter, and belief about teaching were the reasons teachers gave for implementing reflective teaching. The study found out that some factors hindered the implementation of reflective teaching methods. These were time limitations, curriculum needs and class size. Although teachers were aware of the importance and relevance of reflective teaching, observations showed that they had difficulties to practice the same in their classes due to limited time, curriculum needs, and class size. Finally, the majority of students said that though their teachers exhibited some forms of reflective teaching, they would want them to change the way they taught and give them more time to participate during lessons. Based on the findings, four major recommendations were made. First, this study established that teachers used only one quarter of the variety of forms that were available during the period of study. In order to establish whether or not teachers were conversant with the remaining forms, the study recommends a longitudinal study for more in-depth insight into reflection and its developmental process in further stages. Secondly, the study recommends that school administrators should find mechanisms of tracing reflectivity among teachers rather than just use teachers’ lesson plans. Thirdly, teacher Educators to provide short courses on reflective teaching and finally action research to be in the curriculum in all teacher training colleges of…

Subjects/Keywords: Reflective teaching; Effective teaching

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APA (6^th Edition):

Sifuniso, M. (2015). An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/4298

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sifuniso, Mary. “An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia.” 2015. Thesis, University of Zimbabwe. Accessed February 27, 2021. http://dspace.unza.zm/handle/123456789/4298.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sifuniso, Mary. “An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia.” 2015. Web. 27 Feb 2021.

Vancouver:

Sifuniso M. An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia. [Internet] [Thesis]. University of Zimbabwe; 2015. [cited 2021 Feb 27]. Available from: http://dspace.unza.zm/handle/123456789/4298.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sifuniso M. An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone district of Zambia. [Thesis]. University of Zimbabwe; 2015. Available from: http://dspace.unza.zm/handle/123456789/4298

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Chitondo, Dorothy. Research report on the effectiveness of team work in improving teacher's performance in Mporokoro District.

Degree: 2016, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/4992

► The purpose of the research was to determine the effectiveness of team work in improving secondary school teachers' performance in Mporokoso district. The factors such… (more)

Subjects/Keywords: Teaching teams – Zambia.; Teaching – Zambia.

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APA (6^th Edition):

Chitondo, D. (2016). Research report on the effectiveness of team work in improving teacher's performance in Mporokoro District. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/4992

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chitondo, Dorothy. “Research report on the effectiveness of team work in improving teacher's performance in Mporokoro District.” 2016. Thesis, University of Zimbabwe. Accessed February 27, 2021. http://dspace.unza.zm/handle/123456789/4992.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chitondo, Dorothy. “Research report on the effectiveness of team work in improving teacher's performance in Mporokoro District.” 2016. Web. 27 Feb 2021.

Vancouver:

Chitondo D. Research report on the effectiveness of team work in improving teacher's performance in Mporokoro District. [Internet] [Thesis]. University of Zimbabwe; 2016. [cited 2021 Feb 27]. Available from: http://dspace.unza.zm/handle/123456789/4992.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chitondo D. Research report on the effectiveness of team work in improving teacher's performance in Mporokoro District. [Thesis]. University of Zimbabwe; 2016. Available from: http://dspace.unza.zm/handle/123456789/4992

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Debrecen

10. Pásztor, Erika. Approaches to Teaching Grammar: Comparing New Headway Elementary and Channel Your English Elementary Course Books .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/174171

► The present presentation deals with the analytical comparison two English course books in terms of grammar to find out whether the previously used New Headway… (more)

Subjects/Keywords: teaching grammar; language teaching

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APA (6^th Edition):

Pásztor, E. (2013). Approaches to Teaching Grammar: Comparing New Headway Elementary and Channel Your English Elementary Course Books . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/174171

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pásztor, Erika. “Approaches to Teaching Grammar: Comparing New Headway Elementary and Channel Your English Elementary Course Books .” 2013. Thesis, University of Debrecen. Accessed February 27, 2021. http://hdl.handle.net/2437/174171.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pásztor, Erika. “Approaches to Teaching Grammar: Comparing New Headway Elementary and Channel Your English Elementary Course Books .” 2013. Web. 27 Feb 2021.

Vancouver:

Pásztor E. Approaches to Teaching Grammar: Comparing New Headway Elementary and Channel Your English Elementary Course Books . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2437/174171.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pásztor E. Approaches to Teaching Grammar: Comparing New Headway Elementary and Channel Your English Elementary Course Books . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/174171

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Boston College

11. Salomon, Yves P. Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?.

Degree: PhD, Educational Research, Measurement, and Evaluation, 2010, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:101836

► There is no question that teachers play an important role in student learning. In the last decade, researchers have shown evidence pointing to the prominence… (more)

▼ There is no question that teachers play an important role in student learning. In the last decade, researchers have shown evidence pointing to the prominence of teachers compared to other factors that are known to influence student achievement (Wright, Horn, and Sanders, 1997). They have empirically demonstrated that teacher effects are large and persist for up to four years (Kain, 1998; Mendor, Jordan, Gomez, Anderson, and Bembry, 1998; Rivers, 1999). Multiple variables are known to influence teacher quality, including teacher preparation. This dissertation explored the relationship between the teacher education pathway and teaching effectiveness. Although multiple measures of teacher effectiveness exist, this study focused on reformed instructional practices as its measure of teaching effectiveness. In teaching mathematics, in particular, constructivist-based, inquiry-oriented approaches have been shown to be more effective than traditional methods (Abbott and Fouts, 2003; Klein, Hamilton, McCaffrey, Stecher, Robyn, and Burroughs, 2000). Using two groups of novice teachers (N=22) from two preparation pathways, this observational comparative study also investigated the relationship between school composition and teaching practices. There is a large body of literature showing that urban schools serving high proportions of non-white, poor, and low performing students (Darling-Hammond, 1995; Kain and Singleton, 1996; Presley White, and Gong, 2005) tend to have higher percentages of less qualified teachers compared to their suburban counterparts. In light of this, the current study also explored the relationship between school composition and teachers' use of reformed teaching practices. The findings of this investigation indicate that the instructional practices of teachers working in the urban school district where this study was conducted were generally reformed, and did not vary based on the student demographics of the schools in which they taught. In addition, no statistically significant relationship was found between teaching pathway and teachers' instructional practices. Many similarities were found in the instructional practices of teachers from the two preparation pathways. The similarities in the teachers' instructional practices were attributed to the significant congruence in the teacher preparation programs' curriculum, requirement of clinical experience, selectivity, and the programs' explicit social justice missions. Advisors/Committee Members: Joseph J. Pedulla (Thesis advisor).

Subjects/Keywords: Teaching practices; Teaching effectiveness

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APA (6^th Edition):

Salomon, Y. P. (2010). Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101836

Chicago Manual of Style (16^th Edition):

Salomon, Yves P. “Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?.” 2010. Doctoral Dissertation, Boston College. Accessed February 27, 2021. http://dlib.bc.edu/islandora/object/bc-ir:101836.

MLA Handbook (7^th Edition):

Salomon, Yves P. “Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?.” 2010. Web. 27 Feb 2021.

Vancouver:

Salomon YP. Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2021 Feb 27]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101836.

Council of Science Editors:

Salomon YP. Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101836

12. Soriano, Sarah. Students as Co-Teachers .

Degree: 2013, California State University – San Marcos

URL: http://hdl.handle.net/10211.8/375

► As students with more diverse learning needs are entering the general education classroom it is becoming increasingly important to increase supports and services for all… (more)

Subjects/Keywords: peer teaching; inclusion; co teaching

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APA (6^th Edition):

Soriano, S. (2013). Students as Co-Teachers . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/375

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Soriano, Sarah. “Students as Co-Teachers .” 2013. Thesis, California State University – San Marcos. Accessed February 27, 2021. http://hdl.handle.net/10211.8/375.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Soriano, Sarah. “Students as Co-Teachers .” 2013. Web. 27 Feb 2021.

Vancouver:

Soriano S. Students as Co-Teachers . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10211.8/375.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Soriano S. Students as Co-Teachers . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/375

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

13. Reed, Rebecca Judith. Teachers' adjustment of teaching practice in tracked mathematics.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/23500

► This study used qualitative methods to study the teaching of high school mathematics teachers teaching in tracked schools. A comparison between two tracked classes was… (more)

Subjects/Keywords: mathematics teaching; tracking; teaching expectations

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APA (6^th Edition):

Reed, R. J. (2014). Teachers' adjustment of teaching practice in tracked mathematics. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/23500

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Reed, Rebecca Judith. “Teachers' adjustment of teaching practice in tracked mathematics.” 2014. Thesis, University of Georgia. Accessed February 27, 2021. http://hdl.handle.net/10724/23500.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Reed, Rebecca Judith. “Teachers' adjustment of teaching practice in tracked mathematics.” 2014. Web. 27 Feb 2021.

Vancouver:

Reed RJ. Teachers' adjustment of teaching practice in tracked mathematics. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10724/23500.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reed RJ. Teachers' adjustment of teaching practice in tracked mathematics. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/23500

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Oklahoma State University

14. Eck, Christopher J. Validating and applying the effective teaching instrument for school-based agricultural education teachers.

Degree: Agricultural Education, 2019, Oklahoma State University

URL: http://hdl.handle.net/11244/324817

► Change is constant in agriculture and education. Therefore, school-based agricultural education (SBAE) and its teachers must remain current to change with the times. Producing competent,… (more)

▼ Change is constant in agriculture and education. Therefore, school-based agricultural education (SBAE) and its teachers must remain current to change with the times. Producing competent, qualified, effective, SBAE teachers to meet a growing nationwide demand is a daunting task (Foster, Lawver, & Smith, 2018). Teaching effectiveness is an elusive concept (Stronge, Ward, & Grant, 2011) within SBAE considering the uniqueness of the program. Eck, Robinson, Ramsey, and Cole (2019) developed a 58-item instrument through a nationwide Delphi study, including characteristics experts deemed vital to an effective SBAE teacher. The purpose of this study was to validate the effective teaching instrument and identify SBAE teacher effectiveness nationwide. To accomplish this purpose, the study was undergirded in the human capital theory and supported by the development of a conceptual framework considering the potential factors impacting the effectiveness of SBAE teachers. A census approach was the target for data collection in this non-experimental, descriptive survey research study. The population of interest was SBAE teachers nationwide (N = 12,690) (Smith, Lawver, & Foster, 2018). Instruments were received from 3339 individuals in 45 states, resulting in a 28.2% response rate. This study determined the primary components of a SBAE teacher through a principal component analysis, resulting in 26 items measuring six components. The six components include intracurricular engagement, personal dispositions, appreciation for diversity and inclusion, pedagogical preparedness, work-life balance, and professionalism. The instrument was further validated and resulted in Cronbach's alpha level of 0.87 for the complete instrument. The study included results of SBAE teachers (44.1% male, 51.2% female) ranging from 21 to 72 years of age. These teachers represented 45 states and taught in programs ranging from a single teaching program consisting of eight students to a multi-teacher program consisting of 1502 students. Although there were no statistically significant interactions present through the factorial ANOVA, there were statistically significant main effects present for SBAE teachers' intent to retire, current state of employment, classroom/laboratory personal competency, FFA personal competency, and SAE personal competency, based on composite sum effectiveness scores. The findings of this study resulted in six overarching conclusions along with recommendations for practice and research. Advisors/Committee Members: Robinson, J. Shane (advisor), Terry, Robert, Jr. (committee member), Ramsey, Jon W. (committee member), Cole, Ki Matlock (committee member).

Subjects/Keywords: effective teaching; effective teaching instrument

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Eck, C. J. (2019). Validating and applying the effective teaching instrument for school-based agricultural education teachers. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/324817

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Eck, Christopher J. “Validating and applying the effective teaching instrument for school-based agricultural education teachers.” 2019. Thesis, Oklahoma State University. Accessed February 27, 2021. http://hdl.handle.net/11244/324817.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Eck, Christopher J. “Validating and applying the effective teaching instrument for school-based agricultural education teachers.” 2019. Web. 27 Feb 2021.

Vancouver:

Eck CJ. Validating and applying the effective teaching instrument for school-based agricultural education teachers. [Internet] [Thesis]. Oklahoma State University; 2019. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11244/324817.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Eck CJ. Validating and applying the effective teaching instrument for school-based agricultural education teachers. [Thesis]. Oklahoma State University; 2019. Available from: http://hdl.handle.net/11244/324817

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Namibia

15. Nghikembua, Taimi N. The relevance and effectiveness of the University of Namibia's teaching methods of enflish module, to the grade 11 and 12 english second language ordinary and higher level syllabi focus: Writing skills.

Degree: 2013, University of Namibia

URL: http://hdl.handle.net/11070/930

► The purpose of this study was to evaluate the University of Namibia’s module ‘Teaching Methods of English’ and establish its relationship with the Grade 11… (more)

Subjects/Keywords: Teaching methods

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APA (6^th Edition):

Nghikembua, T. N. (2013). The relevance and effectiveness of the University of Namibia's teaching methods of enflish module, to the grade 11 and 12 english second language ordinary and higher level syllabi focus: Writing skills. (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/930

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nghikembua, Taimi N. “The relevance and effectiveness of the University of Namibia's teaching methods of enflish module, to the grade 11 and 12 english second language ordinary and higher level syllabi focus: Writing skills. ” 2013. Thesis, University of Namibia. Accessed February 27, 2021. http://hdl.handle.net/11070/930.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nghikembua, Taimi N. “The relevance and effectiveness of the University of Namibia's teaching methods of enflish module, to the grade 11 and 12 english second language ordinary and higher level syllabi focus: Writing skills. ” 2013. Web. 27 Feb 2021.

Vancouver:

Nghikembua TN. The relevance and effectiveness of the University of Namibia's teaching methods of enflish module, to the grade 11 and 12 english second language ordinary and higher level syllabi focus: Writing skills. [Internet] [Thesis]. University of Namibia; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11070/930.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nghikembua TN. The relevance and effectiveness of the University of Namibia's teaching methods of enflish module, to the grade 11 and 12 english second language ordinary and higher level syllabi focus: Writing skills. [Thesis]. University of Namibia; 2013. Available from: http://hdl.handle.net/11070/930

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alberta

16. Metzner, Janine. (Under)mining the canon: engaging Alberta high school students in the value(s) of literature.

Degree: MA, Comparative Literature, 2010, University of Alberta

URL: https://era.library.ualberta.ca/files/79407x96w

► This thesis explores the issues surrounding the teaching of English to high school students in the province of Alberta. Its central premise is that high… (more)

Subjects/Keywords: teaching literature

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APA (6^th Edition):

Metzner, J. (2010). (Under)mining the canon: engaging Alberta high school students in the value(s) of literature. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/79407x96w

Chicago Manual of Style (16^th Edition):

Metzner, Janine. “(Under)mining the canon: engaging Alberta high school students in the value(s) of literature.” 2010. Masters Thesis, University of Alberta. Accessed February 27, 2021. https://era.library.ualberta.ca/files/79407x96w.

MLA Handbook (7^th Edition):

Metzner, Janine. “(Under)mining the canon: engaging Alberta high school students in the value(s) of literature.” 2010. Web. 27 Feb 2021.

Vancouver:

Metzner J. (Under)mining the canon: engaging Alberta high school students in the value(s) of literature. [Internet] [Masters thesis]. University of Alberta; 2010. [cited 2021 Feb 27]. Available from: https://era.library.ualberta.ca/files/79407x96w.

Council of Science Editors:

Metzner J. (Under)mining the canon: engaging Alberta high school students in the value(s) of literature. [Masters Thesis]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/79407x96w

Oregon State University

17. Pratt, Le Etta. An investigation of college student attitude change toward teaching through participation in a school health fair.

Degree: EdD, Education, 1980, Oregon State University

URL: http://hdl.handle.net/1957/42898

► Purpose of the Study: The School Health Fair is an experiential method used to supplement classroom theory in a teacher preparation course at the University… (more)

▼ Purpose of the Study: The School Health Fair is an experiential method used to supplement classroom theory in a teacher preparation course at the University of Wisconsin-La Crosse (UWL). The purpose of this study was to determine how this method affected student attitude toward teaching. The following null hypotheses were tested from pre- to post-test and then from pre- to post post-test: 1. There is no significant difference between the gain scores of the experimental group and the control group. 2. There is no significant difference between the gain scores of the school health majors in the experimental group and the school health majors in the control group. 3. There is no significant difference between the gain scores of the school health minors in the experimental group and the school health minors in the control group. 4. There is no significant difference between the gain scores of the community health majors in the experimental group and the community health majors in the control group. Procedures/Findings Subjects for this study included 98 randomly selected teacher preparation students in the Health Education Department at the UWL. The Minnesota Teacher Attitude Inventory (MTAI) was used to pre- and post-test these students at the beginning and end of one semester (Spring 1977). A post post-test using the MTAI was administered nine months from the pre-test date. All data were collected by the investigator. The Kruskal-Wallace one-way analysis of variance was used to test Null Hypothesis 1. Null Hypothesis 1 was accepted. There was no significant difference in attitude toward teaching between students in the control and experimental groups. The Mann-Whitney U test was used to test Null Hypotheses 2, 3, and 4. Null Hypotheses 2, 3, and 4 were also accepted. There were no significant differences in attitude change toward teaching between the school health majors, school health minors, and the community health majors in the control and experimental groups, respectively. Conclusions The school health fair seemed to be a useful experiential method in changing student attitude toward teaching. Rex (47) and Knoll (21) support this position. However, their findings are based on experiential learning only. When classroom theory and experiential learning were combined using the school health fair, the use of this method to change attitudes toward teaching becomes questionable. Advisors/Committee Members: Anderson, Gordon (advisor), Koski, Arthur (committee member).

Subjects/Keywords: Teaching

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APA (6^th Edition):

Pratt, L. E. (1980). An investigation of college student attitude change toward teaching through participation in a school health fair. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/42898

Chicago Manual of Style (16^th Edition):

Pratt, Le Etta. “An investigation of college student attitude change toward teaching through participation in a school health fair.” 1980. Doctoral Dissertation, Oregon State University. Accessed February 27, 2021. http://hdl.handle.net/1957/42898.

MLA Handbook (7^th Edition):

Pratt, Le Etta. “An investigation of college student attitude change toward teaching through participation in a school health fair.” 1980. Web. 27 Feb 2021.

Vancouver:

Pratt LE. An investigation of college student attitude change toward teaching through participation in a school health fair. [Internet] [Doctoral dissertation]. Oregon State University; 1980. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1957/42898.

Council of Science Editors:

Pratt LE. An investigation of college student attitude change toward teaching through participation in a school health fair. [Doctoral Dissertation]. Oregon State University; 1980. Available from: http://hdl.handle.net/1957/42898

Oregon State University

18. Blow, Grace Hayward. A study of the present status of supervised teaching in Oregon.

Degree: MS, Education, 1933, Oregon State University

URL: http://hdl.handle.net/1957/51568

Subjects/Keywords: Teaching

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APA (6^th Edition):

Blow, G. H. (1933). A study of the present status of supervised teaching in Oregon. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/51568

Chicago Manual of Style (16^th Edition):

Blow, Grace Hayward. “A study of the present status of supervised teaching in Oregon.” 1933. Masters Thesis, Oregon State University. Accessed February 27, 2021. http://hdl.handle.net/1957/51568.

MLA Handbook (7^th Edition):

Blow, Grace Hayward. “A study of the present status of supervised teaching in Oregon.” 1933. Web. 27 Feb 2021.

Vancouver:

Blow GH. A study of the present status of supervised teaching in Oregon. [Internet] [Masters thesis]. Oregon State University; 1933. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1957/51568.

Council of Science Editors:

Blow GH. A study of the present status of supervised teaching in Oregon. [Masters Thesis]. Oregon State University; 1933. Available from: http://hdl.handle.net/1957/51568

Oregon State University

19. Clark, Frances Port. The dominative and integrative teacher-child contacts of seven nursery school teachers.

Degree: MS, Home Economics, 1948, Oregon State University

URL: http://hdl.handle.net/1957/53533

Subjects/Keywords: Teaching

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APA (6^th Edition):

Clark, F. P. (1948). The dominative and integrative teacher-child contacts of seven nursery school teachers. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/53533

Chicago Manual of Style (16^th Edition):

Clark, Frances Port. “The dominative and integrative teacher-child contacts of seven nursery school teachers.” 1948. Masters Thesis, Oregon State University. Accessed February 27, 2021. http://hdl.handle.net/1957/53533.

MLA Handbook (7^th Edition):

Clark, Frances Port. “The dominative and integrative teacher-child contacts of seven nursery school teachers.” 1948. Web. 27 Feb 2021.

Vancouver:

Clark FP. The dominative and integrative teacher-child contacts of seven nursery school teachers. [Internet] [Masters thesis]. Oregon State University; 1948. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1957/53533.

Council of Science Editors:

Clark FP. The dominative and integrative teacher-child contacts of seven nursery school teachers. [Masters Thesis]. Oregon State University; 1948. Available from: http://hdl.handle.net/1957/53533

Addis Ababa University

20. Tafere, Melaku. THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS .

Degree: 2008, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/6483

► The main objective of this study was to determine the current status of pronunciation teaching in elementary schools. This was attempted by exploring the beliefs… (more)

▼ The main objective of this study was to determine the current status of pronunciation teaching in elementary schools. This was attempted by exploring the beliefs and self- efficacy teachers hold about the roles of pronunciation and their capabilities in teaching pronunciation, the approach of pronunciation teaching and its place in the students’ textbooks. The subjects of the study were both grades 7 and 8 English teachers in the four available elementary and junior secondary schools in Injibara Town, Amhara Region. All 13 (5 male and 8 female) teachers were taken for the main study. For the purpose of gathering sufficient and reliable data, four instruments-questionnaire, focus group discussion, classroom observation and textbook evaluation-were used. The questionnaire was deployed mainly to elicit information about the teachers’ perceptions (beliefs and self-efficacy) and the approaches and procedures they employ in the teaching of pronunciation. The textbooks were also assessed to evaluate the coverage and approach of pronunciation in students’ textbooks and in the overall EFL instruction. The focus group discussion and classroom observation were used mainly to triangulate and enrich the data gathered through questionnaire and textbook evaluation. The data were then analyzed both quantitatively and qualitatively. In this study, the teachers were found to have strong belief about the roles of pronunciation while they were found to have low level of self efficacy. Their classroom practices, however, greatly diverged from the belief they possessed about the roles of pronunciation, but it enormously converged on their self-efficacy. They usually felt that they are incompetent to teach it. Yet there was no a significant relationship between their belief and self efficacy results. The approaches and procedures they employ are far from the current rationales and trends of EFL pronunciation instruction. The textbook evaluation result also revealed the fact that pronunciation has got little or ‘almost no’ provision in students’ textbooks and in the overall EFL instruction. In general, the prevailing situations and practices clearly show that the current status of pronunciation teaching is not on the right track. It is rather downgraded as it was in the periods of late 1960s and early 1970s. Therefore, it is pertinent to upgrade the teachers’ theoretical and practical competence in the teaching of pronunciation. Teacher training institutions should also evaluate their EFL programmes to see whether they are working beyond giving lip service to the usefulness of communicative approach to trainees. Besides, language curriculum designers and text book writers need to reconsider the coverage and approach of teaching pronunciation in the students’ textbooks and in the overall EFL instruction. Advisors/Committee Members: Dr. Awole Endris (advisor).

Subjects/Keywords: teaching pronunciation

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APA (6^th Edition):

Tafere, M. (2008). THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6483

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tafere, Melaku. “THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS .” 2008. Thesis, Addis Ababa University. Accessed February 27, 2021. http://etd.aau.edu.et/dspace/handle/123456789/6483.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tafere, Melaku. “THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS .” 2008. Web. 27 Feb 2021.

Vancouver:

Tafere M. THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS . [Internet] [Thesis]. Addis Ababa University; 2008. [cited 2021 Feb 27]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6483.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tafere M. THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS . [Thesis]. Addis Ababa University; 2008. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6483

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

21. Biruk, Hundito. A Study on the Problems of Handball Teaching and Student Interests on Some Selected Preparatory School of Hadiya Zone (SNNPR) .

Degree: 2013, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/6789

► The major purpose of this study was to investigate a study on the problems of handball teaching and student interests in Hadiya Zone of SNNPR… (more)

Subjects/Keywords: handball teaching

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APA (6^th Edition):

Biruk, H. (2013). A Study on the Problems of Handball Teaching and Student Interests on Some Selected Preparatory School of Hadiya Zone (SNNPR) . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6789

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Biruk, Hundito. “A Study on the Problems of Handball Teaching and Student Interests on Some Selected Preparatory School of Hadiya Zone (SNNPR) .” 2013. Thesis, Addis Ababa University. Accessed February 27, 2021. http://etd.aau.edu.et/dspace/handle/123456789/6789.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Biruk, Hundito. “A Study on the Problems of Handball Teaching and Student Interests on Some Selected Preparatory School of Hadiya Zone (SNNPR) .” 2013. Web. 27 Feb 2021.

Vancouver:

Biruk H. A Study on the Problems of Handball Teaching and Student Interests on Some Selected Preparatory School of Hadiya Zone (SNNPR) . [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2021 Feb 27]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6789.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Biruk H. A Study on the Problems of Handball Teaching and Student Interests on Some Selected Preparatory School of Hadiya Zone (SNNPR) . [Thesis]. Addis Ababa University; 2013. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6789

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

22. TAFERE, MELAKU. THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS .

Degree: 2008, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/6866

► The main objective of this study was to determine the current status of pronunciation teaching in elementary schools. This was attempted by exploring the beliefs… (more)

▼ The main objective of this study was to determine the current status of pronunciation teaching in elementary schools. This was attempted by exploring the beliefs and self- efficacy teachers hold about the roles of pronunciation and their capabilities in teaching pronunciation, the approach of pronunciation teaching and its place in the students’ textbooks. The subjects of the study were both grades 7 and 8 English teachers in the four available elementary and junior secondary schools in Injibara Town, Amhara Region. All 13 (5 male and 8 female) teachers were taken for the main study. For the purpose of gathering sufficient and reliable data, four instruments-questionnaire, focus group discussion, classroom observation and textbook evaluation-were used. The questionnaire was deployed mainly to elicit information about the teachers’ perceptions (beliefs and self-efficacy) and the approaches and procedures they employ in the teaching of pronunciation. The textbooks were also assessed to evaluate the coverage and approach of pronunciation in students’ textbooks and in the overall EFL instruction. The focus group discussion and classroom observation were used mainly to triangulate and enrich the data gathered through questionnaire and textbook evaluation. The data were then analyzed both quantitatively and qualitatively. In this study, the teachers were found to have strong belief about the roles of pronunciation while they were found to have low level of self efficacy. Their classroom practices, however, greatly diverged from the belief they possessed about the roles of pronunciation, but it enormously converged on their self-efficacy. They usually felt that they are incompetent to teach it. Yet there was no a significant relationship between their belief and self efficacy results. The approaches and procedures they employ are far from the current rationales and trends of EFL pronunciation instruction. The textbook evaluation result also revealed the fact that pronunciation has got little or ‘almost no’ provision in students’ textbooks and in the overall EFL instruction. In general, the prevailing situations and practices clearly show that the current status of pronunciation teaching is not on the right track. It is rather downgraded as it was in the periods of late 1960s and early 1970s. Therefore, it is pertinent to upgrade the teachers’ theoretical and practical competence in the teaching of pronunciation. Teacher training institutions should also evaluate their EFL programmes to see whether they are working beyond giving lip service to the usefulness of communicative approach to trainees. Besides, language curriculum designers and text book writers need to reconsider the coverage and approach of teaching pronunciation in the students’ textbooks and in the overall EFL instruction Advisors/Committee Members: Dr. Awole Endris (advisor).

Subjects/Keywords: teaching pronunciation

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APA (6^th Edition):

TAFERE, M. (2008). THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6866

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

TAFERE, MELAKU. “THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS .” 2008. Thesis, Addis Ababa University. Accessed February 27, 2021. http://etd.aau.edu.et/dspace/handle/123456789/6866.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

TAFERE, MELAKU. “THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS .” 2008. Web. 27 Feb 2021.

Vancouver:

TAFERE M. THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS . [Internet] [Thesis]. Addis Ababa University; 2008. [cited 2021 Feb 27]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6866.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

TAFERE M. THE STATUS OF PRONUNCIATION TEACHING: ITS APPROACH, PLACE AND TEACHERS’ BELIEFS AND EFFICACY FOUR ELEMENTARY SCOOLS IN AMHARA REGION IN FOCUS . [Thesis]. Addis Ababa University; 2008. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6866

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Oregon State University

23. Anderson, John Edward. Comparison of an instructional management system with a traditional teacher/learner mode.

Degree: Ed. M., Education, 1975, Oregon State University

URL: http://hdl.handle.net/1957/44233

► Purpose of the Study The purpose of the study was to determine whether there were significant differences in students' achievement and attitudes as a result… (more)

▼ Purpose of the Study The purpose of the study was to determine whether there were significant differences in students' achievement and attitudes as a result of two different instructional strategies utilized in a vocational graphic arts program. In order to accomplish this, the following procedures were considered. Procedures This comparative study utilized an experimental design consisting of one experimental and two control groups. The experimental group consisted of students working within an instructional management system, and the two control groups functioned within a traditional teacher oriented instructional environment. A pre-test/ post-test design was utilized with both an achievement exam and an attitude rating scale. Data were collected for the calculation of variable correlations which included course grade and days absent. The statistical procedures used to assess the measured results were the F statistic, the Least Significant Difference Test and the Pearson Product-Moment correlation coefficient. Conclusions The following basic conclusions were drawn from the study's analysis: 1. Students in the experimental group scored significantly higher on the achievement exam; the higher scores were attributed to the instructional management system treatment. 2. There was no significant difference in attitude ratings between students in experimental or control groups. Implications On the basis of the findings and conclusions drawn in this study, the following implications are provided: 1. The traditional teaching/learning mode should continue to hold its place in the instructional program, but should be modified and balanced with facets of the instructional management system. 2. An instructional management notebook and individualized procedures should be utilized. 3. Provide students with a choice of teaching/ learning methodology where practical, while using traditional lecture-demonstration methods where it enhances the overall program and student goals. 4. Students should be given responsibility for laboratory instruction and management; however, students who cannot function in this environment should be directed toward a more structured program. Advisors/Committee Members: Courtney, E. W. (advisor), Courtney, E. W. (committee member).

Subjects/Keywords: Teaching

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APA (6^th Edition):

Anderson, J. E. (1975). Comparison of an instructional management system with a traditional teacher/learner mode. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/44233

Chicago Manual of Style (16^th Edition):

Anderson, John Edward. “Comparison of an instructional management system with a traditional teacher/learner mode.” 1975. Doctoral Dissertation, Oregon State University. Accessed February 27, 2021. http://hdl.handle.net/1957/44233.

MLA Handbook (7^th Edition):

Anderson, John Edward. “Comparison of an instructional management system with a traditional teacher/learner mode.” 1975. Web. 27 Feb 2021.

Vancouver:

Anderson JE. Comparison of an instructional management system with a traditional teacher/learner mode. [Internet] [Doctoral dissertation]. Oregon State University; 1975. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1957/44233.

Council of Science Editors:

Anderson JE. Comparison of an instructional management system with a traditional teacher/learner mode. [Doctoral Dissertation]. Oregon State University; 1975. Available from: http://hdl.handle.net/1957/44233

Oregon State University

24. Ross, William Charles. Comparison of teacher performance under three conditions of training in classroom interaction.

Degree: EdD, Education, 1972, Oregon State University

URL: http://hdl.handle.net/1957/45418

► This study was designed to measure the results on public school teachers of training in three teaching systems. The results of the study were intended… (more)

Subjects/Keywords: Teaching

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APA (6^th Edition):

Ross, W. C. (1972). Comparison of teacher performance under three conditions of training in classroom interaction. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/45418

Chicago Manual of Style (16^th Edition):

Ross, William Charles. “Comparison of teacher performance under three conditions of training in classroom interaction.” 1972. Doctoral Dissertation, Oregon State University. Accessed February 27, 2021. http://hdl.handle.net/1957/45418.

MLA Handbook (7^th Edition):

Ross, William Charles. “Comparison of teacher performance under three conditions of training in classroom interaction.” 1972. Web. 27 Feb 2021.

Vancouver:

Ross WC. Comparison of teacher performance under three conditions of training in classroom interaction. [Internet] [Doctoral dissertation]. Oregon State University; 1972. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1957/45418.

Council of Science Editors:

Ross WC. Comparison of teacher performance under three conditions of training in classroom interaction. [Doctoral Dissertation]. Oregon State University; 1972. Available from: http://hdl.handle.net/1957/45418

Oregon State University

25. McLean, Clifford Charles. The practice of making lesson assignments in the high schools of Oregon.

Degree: MS, Education, 1932, Oregon State University

URL: http://hdl.handle.net/1957/51913

Subjects/Keywords: Teaching

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APA (6^th Edition):

McLean, C. C. (1932). The practice of making lesson assignments in the high schools of Oregon. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/51913

Chicago Manual of Style (16^th Edition):

McLean, Clifford Charles. “The practice of making lesson assignments in the high schools of Oregon.” 1932. Masters Thesis, Oregon State University. Accessed February 27, 2021. http://hdl.handle.net/1957/51913.

MLA Handbook (7^th Edition):

McLean, Clifford Charles. “The practice of making lesson assignments in the high schools of Oregon.” 1932. Web. 27 Feb 2021.

Vancouver:

McLean CC. The practice of making lesson assignments in the high schools of Oregon. [Internet] [Masters thesis]. Oregon State University; 1932. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1957/51913.

Council of Science Editors:

McLean CC. The practice of making lesson assignments in the high schools of Oregon. [Masters Thesis]. Oregon State University; 1932. Available from: http://hdl.handle.net/1957/51913

University of Debrecen

26. Granoviter, Jázmin Eszter. Difficulties in Teaching Reading in Language 2 .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/159237

► The primary goal of my study is to point out the possible causes of reading difficulties and why learners have problems while they are doing… (more)

Subjects/Keywords: teaching; reading

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APA (6^th Edition):

Granoviter, J. E. (2013). Difficulties in Teaching Reading in Language 2 . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/159237

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Granoviter, Jázmin Eszter. “Difficulties in Teaching Reading in Language 2 .” 2013. Thesis, University of Debrecen. Accessed February 27, 2021. http://hdl.handle.net/2437/159237.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Granoviter, Jázmin Eszter. “Difficulties in Teaching Reading in Language 2 .” 2013. Web. 27 Feb 2021.

Vancouver:

Granoviter JE. Difficulties in Teaching Reading in Language 2 . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2437/159237.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Granoviter JE. Difficulties in Teaching Reading in Language 2 . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/159237

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Debrecen

27. Kondás, Lilla. Nonverbal Communication and the Teaching Process .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/171595

► In the teaching context, communication takes place basically verbally. When a teacher comes in the classroom, stands face to face with students and tries to… (more)

Subjects/Keywords: communication; teaching

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APA (6^th Edition):

Kondás, L. (2013). Nonverbal Communication and the Teaching Process . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/171595

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kondás, Lilla. “Nonverbal Communication and the Teaching Process .” 2013. Thesis, University of Debrecen. Accessed February 27, 2021. http://hdl.handle.net/2437/171595.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kondás, Lilla. “Nonverbal Communication and the Teaching Process .” 2013. Web. 27 Feb 2021.

Vancouver:

Kondás L. Nonverbal Communication and the Teaching Process . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2437/171595.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kondás L. Nonverbal Communication and the Teaching Process . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/171595

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. 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 (6^th 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 (16^th Edition):

Wong, William. “The efficacy of improving fundamental learning and its subsequent effects on recall, application and retention.” 2017. Thesis, University of Victoria. Accessed February 27, 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 (7^th Edition):

Wong, William. “The efficacy of improving fundamental learning and its subsequent effects on recall, application and retention.” 2017. Web. 27 Feb 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 Feb 27]. 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

University of Cape Town

29. Aronstam, Shelley. Parents' roles and perceptions of early literacy development in well-resourced environments.

Degree: Image, School of Education, 2005, University of Cape Town

URL: http://hdl.handle.net/11427/9033

► Literacy research in South Africa and other developing countries has for the most part focused on poorly resourced environments and literacy practices in lower socio-economic… (more)

Subjects/Keywords: Teaching

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APA (6^th Edition):

Aronstam, S. (2005). Parents' roles and perceptions of early literacy development in well-resourced environments. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/9033

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Aronstam, Shelley. “Parents' roles and perceptions of early literacy development in well-resourced environments.” 2005. Thesis, University of Cape Town. Accessed February 27, 2021. http://hdl.handle.net/11427/9033.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Aronstam, Shelley. “Parents' roles and perceptions of early literacy development in well-resourced environments.” 2005. Web. 27 Feb 2021.

Vancouver:

Aronstam S. Parents' roles and perceptions of early literacy development in well-resourced environments. [Internet] [Thesis]. University of Cape Town; 2005. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11427/9033.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Aronstam S. Parents' roles and perceptions of early literacy development in well-resourced environments. [Thesis]. University of Cape Town; 2005. Available from: http://hdl.handle.net/11427/9033

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Cape Town

30. Lebethe, Agatha L. Journeying into the space of possibility.

Degree: Image, School of Education, 2004, University of Cape Town

URL: http://hdl.handle.net/11427/8011

► This thesis stories the journey of a teacher who teaches teachers. On this journey, this teacher sets out to examine a mathematics inservice course that… (more)

Subjects/Keywords: Teaching

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APA (6^th Edition):

Lebethe, A. L. (2004). Journeying into the space of possibility. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/8011

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lebethe, Agatha L. “Journeying into the space of possibility.” 2004. Thesis, University of Cape Town. Accessed February 27, 2021. http://hdl.handle.net/11427/8011.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lebethe, Agatha L. “Journeying into the space of possibility.” 2004. Web. 27 Feb 2021.

Vancouver:

Lebethe AL. Journeying into the space of possibility. [Internet] [Thesis]. University of Cape Town; 2004. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11427/8011.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lebethe AL. Journeying into the space of possibility. [Thesis]. University of Cape Town; 2004. Available from: http://hdl.handle.net/11427/8011

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations